Difference between revisions of "Veronica Malloy"

(LEARNING OUTCOMES)
(PREREQUISITE SKILLS)
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''Essential prerequisites:''
 
''Essential prerequisites:''
*Understanding of concepts, procedures and principles related to:  
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*Understanding of concepts, outcomes and standards related to:  
**online teaching
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**their chief instructional resources
**learning management systems
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**their reading, writing, math, science and social studies programs
**Component skills: computer proficiency, ability to navigate a learning management system (Angel), ability to use Angel functions (creating and posting in discussion forums), use of other educational technologies (to be determined).  
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**Component skills: computer literacy, ability to work within wiki, ability to use the scope and sequence of their teaching resources, use of other educational technologies (to be determined).  
  
 
''Supporting prerequisites:''  
 
''Supporting prerequisites:''  
 
*Willingness to learn
 
*Willingness to learn
*Attending to new material that relates to one's previous experiences
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*Relating and synthesizing new information, pedagogies and methods to their prior experiences.
*Attitude, instrinsically motivated, affective entry characteristics.
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*Attitude, instrinsically motivated, .
  
 
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Revision as of 10:33, 21 March 2019

Return to: ETAP 623 Fall 2017 | Blended Learning



About Me

I am a graduate student at the University of Albany in the Curriculum Design and Instructional Technology Program. I am a public school teacher in New York and I teach 3rd and 4th grade in a multi-aged classroom. I am certified in 1-6 general and special ed. One day I hope to work as a specialist for a district helping classroom teachers and grade levels to revamp their curriculum and instruction based on research and evidence-based practices. I currently teach in a program that has its roots in Montessori or Waldorf models. Our four cornerstones are:

  • Multi-aged Classrooms
  • Parent Involvement
  • Integrated Curriculum
  • Nature Appreciation

My Topic and Purpose

The topic of this course is integrated curriculum.

Teaching using an integrated curriculum allows for:

  • deeper understanding
  • students to draw upon their strengths to support their weaker areas
  • generalization of skills
  • internalizing skills/ retention of knowledge
  • student-focused learning

Teaching all subjects in a way that draws upon the rest allows for a deep and memorable understanding that students can apply outside of single scenarios because the skills were not taught in isolation.

Learning Outcomes

By the end of this course participants will:

  • identify examples of integrated curriculum. (Verbal and Intellectual Skill)
  • identify reasons why integrated curricula leads to higher-level learning (Verbal and Intellectual Skill)
  • identify definitions and examples of integrated curriculum. (Verbal and Intellectual Skill)
  • apply their knowledge of integration to non-integrated curricula to create integrated units. (Intellectual and Cognitive Strategy)
  • develop project-based assessments. (Verbal and Intellectual Skill)
  • choose to teach using an integrated curricula. (Attitude)

NEEDS ASSESSMENT

1. Instructional problem: The need for professional development programs for elementary school teachers who may not have the knowledge, information or skills on how to integrate curriculum to deepen and enhance learning.

2. The nature of what is to be learned: Lerners will gain the knowledge of how to integrate their curricula to create completely integrated units of study.

3. About the learners: Mini-course participants are elementary school teachers that work in various districts and job capacities. Participants are familiar with the Common Core Standards and New York State (EngageNY) standards. The participants have taught at least one or two Lucy Calkins units of study through readers or writers workshop. The participants are both intrinsically and externally motivated and will be actively creating their own units to use.

4. Instructional content: Every unit will follow the same layout. Units will begin with an overview of the learning objectives (target outcomes), followed by the topics to be learned in the form of a text based instruction or a video. The units will have models and activities for the participants to complete as part of scaffolding their way though integrating a unit and understanding why integrated curriculum is best. The participants will be posting pieces of their integrated units throughout the mini-course to show understanding and serve as peer-models. Units will also contain scholarly articles and internet resources relevant to the topics. Each unit ends with a curriculum-based assignment, i.e. align your reading and writing topics for the year finding cross-cutting concepts. Upon completion of all units, participants will submit their integrated units for use as evidence of learning and complete a survey to reflect on the quality of instruction.

The mini-course has its roots in constructivism with the focus on "learner-centered activities, experiential learning theory, situated learning, learning as a social process whereby the learner constructs new concepts based on current knowledge, activities are designed around authentic tasks, and modeling concepts" (Anne Stalnecker).

5. Explore instructional problem/solution:

The instructional problem was that not all elementary school teachers are aware of, trained in, or using integrated curricula. This is an instructional problem because when students are taught using an integrated curricula they learn more, they assimilate and accommodate more into their schemas which allows for retention, they can draw upon their strong subjects or abilities to support them in their weaker areas and it allows for more project-based and student-led learning.

6. Generate goals:

The goals for this course will be to teach about integrated curricula, and then show models of how to integrate already existent curial into units of study while the participants use the information and model to create their own integrated units.


Analysis of the Learner and Context

Performance-Based Objectives

  • Given research-based evidence on teaching using integrated curricula, participants will list at least 3 reasons why integrated units lead to higher-level learning.
  • Given the teacher-model and explanation of choosing a science or social studies topic to drive an integrated unit, students will chose a science of social studies topic from their grade-level curricula to use in their unit of study.
  • Given teacher-models and explanations of how to integrate science and social studies standards, students will chose the science and social studies curricula units or standards and align them into their unit.
  • Given teacher-models and explanations of how to integrate reading and writing standards, students will chose their Lucy Calkins reading and writing units to match their science and social studies curricula.
  • Given models and explanations of examples/scenarios, students will be able to integrate at least 3 math standards into their existing units of study.
  • Given all subjects aligned with standards and a list of performance tasks/projects, students will choose/create a project-based or performance based assessment for each subject.

TASK ANALYSIS

COURSE PURPOSE

As a result of participating in this workshop, participants will gain an understanding of the benefits to integrated curriculum and how to take their current curriculum and chief instructional resources, resulting in the ability to apply the knowledge attained to integrate their own curriculum.

LEARNING OUTCOMES

Upon completion of this course, participants will be able to:

  • understand the importance, value and benefit of integrated curricula.
  • understand the process of choosing social studies, science, math, reading and writing topics and standards to integrate.
  • practical application and strategies to create integrated units of study.
  • choose appropriate project and performance-based assessments.

PREREQUISITE SKILLS

Essential prerequisites:

  • Understanding of concepts, outcomes and standards related to:
    • their chief instructional resources
    • their reading, writing, math, science and social studies programs
    • Component skills: computer literacy, ability to work within wiki, ability to use the scope and sequence of their teaching resources, use of other educational technologies (to be determined).

Supporting prerequisites:

  • Willingness to learn
  • Relating and synthesizing new information, pedagogies and methods to their prior experiences.
  • Attitude, instrinsically motivated, .

INSTRUCTIONAL CURRICULUM MAP

Click here to view my instructional curriculum map (pdf file): File:RevisedCM.pdf. Note: You'll be taken to a new page--be sure to click on the title of the file "RevisedCM.pdf" to open it.


Curriculum Map

Unit 1: The Learning Community and Online Discourse

Target objectives:

Upon completion of this unit, participants will:

1. understand the learning community and how online discussion builds the community of learning; and

2. understand the instructor's role in facilitating effective online discourse.


Activities

  • Two Discussion Activities
  • E-lecture
  • Reflection Activity
  • Join Discussion Forum

Unit 2: Constructing Online Discussion Activities

Target objectives:

Participants will...

1. understand design principles, strategies, and best practices to consider in the development of discussion activities;

2. demonstrate how to encourage interaction in your course; and

3. review tools and technologies used in distance learning for the purposes of creating discussion activities.

Activities:

  • Two Group Activities
  • E-lecture
  • Reflection Activity

Unit 3: Assessment and Evaluation

Target objectives

Participants will:

1. Understand assessment of online discussion activities.

2. Conduct peer reviews of assessment tools.

Activities

  • Create a rubric
  • Peer review of rubrics
  • E-lecture
  • Reflection Activity
  • Provide feedback to workshop facilitator

References and Resources