Difference between revisions of "Victoria Robey-Hicks' Portfolio Page"

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== '''Curriculum Map''' ==
 
== '''Curriculum Map''' ==
  
Map out the sequence of learning units and activities to achieve the defined objectives.
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[[File:Curriculum Map Robey-Hicks 2.jpg|thumb|Mini-Course Curriculum Map]]
[[File:Curriculum Map Robey-Hicks.pdf|thumb|Mini-Course Curriculum Map]]
 
  
 
== '''References and Resources''' ==
 
== '''References and Resources''' ==

Revision as of 17:06, 31 October 2021

Return to: ETAP 623 Fall 2020 (Zhang) | Name's Portfolio Page


About Me

Personal Page.jpg

My name is Victoria. I graduated from Towson University with a B.S. in Elementary Education in 2018. I started the CDIT program at UAlbany in the Fall of 2020 and hope to graduate this December.

I taught in Baltimore City, Maryland for 2 years after graduating from Towson. I taught 4th and 2nd grade at a school that was in an International Baccalaureate PYP candidate school. Creating inquiry-based curriculum for my students is what led to my interest in curriculum development. In July of 2020 I moved to New York, and during the 2020-2021 school year I taught a pod of 6 Kindergarten students. This year I will be teaching 2nd Grade at an elementary school in Brooklyn, New York!

In my (increasingly limited) spare time I enjoy spending time with my rescue pup Luna, cooking, and listening to true crime podcasts!


My Topic and Purpose

The intent of this course is to explore the factors of effective homework assignments. Educators will have the opportunity to interact with research into homework practices. Various homework structures will be reviewed. Additionally, the course will challenge educators to identify the qualities of a meaningful homework assignment and develop their own homework assignments tailored to their own students.

Scope of Learning Outcomes and Content

Through the units learners will...

- Learn about various homework models and research relating to homework practices.

- Discuss effectiveness of homework in different settings.

- Evaluate how to differentiate homework to meet the needs of their learners.

By the end of the course learners will be knowledgeable about homework implementation and will be prepared to adapt homework appropriately.

Needs Assessment

1. Instructional Problem

Traditional homework approaches are consistently utilized in schools across the country. This includes utilizing homework as a grade regardless of external factors that potentially impact the student's ability to complete the homework to the best of their ability. This course aims explore that qualities of ineffective and effective homework in the hopes of priming educators to design and implement more equitable and effective homework practices.

2. What is to be learned?

Learners will explore various aspects of homework in traditional and modern senses of the word. Additionally, learners will work to identify they ways traditional homework practices may be ineffective, or even harmful, to the school community. Therefore, learners will be ready to move forward to learn and utilize more meaningful homework practices to engage students and their families.

3. The Learners

The learners for this course will primarily be K-12 educators and administration. The learners will be in a position to make decisions on the homework that is assigned and how it is reflected in the classroom setting. Majority of these learners will have experience in a classroom or learning setting of some sort with the K-12 age group.

4. Context for Instruction

The course is designed to be given in an online asynchronous format. This allows learners to move through the content at their own pace. Hypothetically, the course could be taken in person, if each person has access to a personal device with internet to access the content. The course is organized in units.

5. Exploring the Instructional Problem and Solution

The instructional problem pertains to the ineffectiveness of traditional homework practices. The problem also relates to the inappropriate use and application of homework data without consideration to external factors. The solution is to design homework in a way that benefits the school community and to eliminate potential punitive impacts.

6. Goals

By the end of this course, educators should understand the complexities of homework design and how it various. The should be familiar with up to date research pertaining to the topic. Additionally, learners should be able to utilize tools to design homework that directly relates to their specific school community.

Performance-Based Objectives

- Learners will interact with research-based content that explores the effectiveness of traditional homework practices.

-Learners will distinguish between effective and ineffective homework practices.

-Learners will determine the qualities of effective homework designs.

-Learners will utilize knowledge to create appropriate homework assignments for their specific content area and student population.

Task Analysis

Elaborate and analyze the objectives to identify more specific enabling and supporting objectives.

Curriculum Map

Mini-Course Curriculum Map

References and Resources