Thursday, December 4, 2008
Self Assessment
According the the participation rubric, I feel that I have earned a B+. I completed all assignments on time and followed the directions carefully. I did all course readings and posted thoughtful comments on my colleagues blogs. My participation was inline with graduate level expectations. However, I do not feel that I went above and beyond to earn an A for participation. I know I could have contributed more, but I am satisfied with my accomplishment. I have learned the importance of curriculum revisions and assessments by taking this course. I especially found the UbD method of planning to be important and something I plan on using. The book Result's Now also opened my eyes to many issues I will be addressing as a future supervisor. I found the course to be a well planned mix of lecture, reflection, readings, as well as learning new technology. I personally thought the course was excellant and would not change anything. The information as well as projects were practical and realistic. Which is a refreshing change! Great class and Thank You!
Tuesday, December 2, 2008
Sample Unit Curriculum Revision Project
Curriculum Revision Proposal
Understanding By Design Sample Unit Plan: Geologic Time
9th Grade Integrated Science
Time Frame: 2-3 Weeks
Established Goals:
Understandings: Students will understand that…
· Fossils are the keys to understanding Earth’s past.
· Rock layers can identify major changes in climate and the atmosphere.
· Several mass extinctions occurred in Earth’s history.
Essential Questions:
· How do scientists organize major events of Earth’s past?
· How do the Precambrian and Paleozoic Era differ?
· What are the major events of the Mesozoic Era?
· Why did scientists create the geologic time scale? Why is it important today?
· Where do humans fit into the time scale?
Students will know…
· Key facts about each transition within the time scale
· Geologic time vocabulary
Students will be able to…
· Recognize, define, and use geologic time vocabulary in context.
· Use research skills to identify which period a set of fossils belongs
· Describe orally some physical and biological changes that have occurred on Earth in the Holocene epoch (today).
Performance Tasks:
· You are a geologist and have just uncovered a fossil bed. Identify which period the fossils originated and how they were deposited. What can that tell you about the climate in that region at the time? Prepare a news broadcast explaining your findings.
· Online Lab: How Has Life Changed Over Geologic Time? ES3002 www.classzone.com
Other Evidence:
· Oral and written responses to essential questions.
· Multiple choice test
Learning Activities:
· Geologic Time Sorting Activity
· Index Fossil Identification Lab Activity
· Fossil photo album: Students will use the web to create a mashup photo-album of the index fossils identified in the lab activity.
· Create a timeline of the North American Rock record.
Understanding By Design Sample Unit Plan: Geologic Time
9th Grade Integrated Science
Time Frame: 2-3 Weeks
Established Goals:
Understandings: Students will understand that…
· Fossils are the keys to understanding Earth’s past.
· Rock layers can identify major changes in climate and the atmosphere.
· Several mass extinctions occurred in Earth’s history.
Essential Questions:
· How do scientists organize major events of Earth’s past?
· How do the Precambrian and Paleozoic Era differ?
· What are the major events of the Mesozoic Era?
· Why did scientists create the geologic time scale? Why is it important today?
· Where do humans fit into the time scale?
Students will know…
· Key facts about each transition within the time scale
· Geologic time vocabulary
Students will be able to…
· Recognize, define, and use geologic time vocabulary in context.
· Use research skills to identify which period a set of fossils belongs
· Describe orally some physical and biological changes that have occurred on Earth in the Holocene epoch (today).
Performance Tasks:
· You are a geologist and have just uncovered a fossil bed. Identify which period the fossils originated and how they were deposited. What can that tell you about the climate in that region at the time? Prepare a news broadcast explaining your findings.
· Online Lab: How Has Life Changed Over Geologic Time? ES3002 www.classzone.com
Other Evidence:
· Oral and written responses to essential questions.
· Multiple choice test
Learning Activities:
· Geologic Time Sorting Activity
· Index Fossil Identification Lab Activity
· Fossil photo album: Students will use the web to create a mashup photo-album of the index fossils identified in the lab activity.
· Create a timeline of the North American Rock record.
Memo Curriculum Revision Project
Roy Wally Public Schools
Wallyworld High School
229 Cowan Ave, Camp Crystal Lake, NJ 90210
Marisa Sierchio & Michael Menditto Telephone-201-867-5309
Co-Supervisors-Science Department Fax 201-619-1984
November 25, 2008
To: Dr. Clark W. Griswald, Superintendent
From: Marisa Sierchio & Michael Menditto, Co-Supervisors-Science Department
Re: Curriculum Redesign/Lab Class
This curriculum redesign is intended to bring forth a more comprehensive Science Curriculum by following the Understanding by Design Model. Within the redesign effort we are proposing to change this current Integrated Science course to a lab course. Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. This current methodology does not provide the student with an opportunity to self-assess or reflect on the learning process.
The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the new course curriculum. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.
Implementing a new lab and following the UBD Curriculum Redesign Model will best prepare our students to be productive 21st century learners. This will also help our teachers plan lessons through the usage of essential questions that will promote critical thinking and inquiry. With the adoption of this proposal, goals will have been clarified and designed before the actual classroom activities. Our proposed Lab class will provide the students with the real life experiences that are necessary to move forward in today’s competitive society. The lab will be more of a learning community which will allow our students to experience Mihaly’s “flow”.
Wallyworld High School
229 Cowan Ave, Camp Crystal Lake, NJ 90210
Marisa Sierchio & Michael Menditto Telephone-201-867-5309
Co-Supervisors-Science Department Fax 201-619-1984
November 25, 2008
To: Dr. Clark W. Griswald, Superintendent
From: Marisa Sierchio & Michael Menditto, Co-Supervisors-Science Department
Re: Curriculum Redesign/Lab Class
This curriculum redesign is intended to bring forth a more comprehensive Science Curriculum by following the Understanding by Design Model. Within the redesign effort we are proposing to change this current Integrated Science course to a lab course. Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. This current methodology does not provide the student with an opportunity to self-assess or reflect on the learning process.
The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the new course curriculum. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.
Implementing a new lab and following the UBD Curriculum Redesign Model will best prepare our students to be productive 21st century learners. This will also help our teachers plan lessons through the usage of essential questions that will promote critical thinking and inquiry. With the adoption of this proposal, goals will have been clarified and designed before the actual classroom activities. Our proposed Lab class will provide the students with the real life experiences that are necessary to move forward in today’s competitive society. The lab will be more of a learning community which will allow our students to experience Mihaly’s “flow”.
Handout Curriculum Revision Project
Integrated Science Curriculum Change Proposal
Proposed: Change the current curriculum to a Lab Course. Redesign Integrated Science Curriculum by using the Wiggins and McTighe “Understanding by Design Model.” The implementation of this model will upgrade our current curriculum and better prepare our students to move forward in the 21st century.
Facts: Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.
Discussion: The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the course.
Works Cited:
Schmoker, Mike (2006). Results now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD
Proposed: Change the current curriculum to a Lab Course. Redesign Integrated Science Curriculum by using the Wiggins and McTighe “Understanding by Design Model.” The implementation of this model will upgrade our current curriculum and better prepare our students to move forward in the 21st century.
Facts: Our current curriculum encompasses a mixture of Biology, Chemistry, Earth Science and Physics. In regards to these phases of science our current curriculum is extremely vague. There are no essential questions, few examples of cohesive planning and mapping, no “hands on” activities, lacks assessment alternatives and flexibility. Current curriculum strategies are strictly traditional based and have become outdated. The proposed new curriculum is in alignment with the NJ Core Content Curriculum Standards.
Discussion: The proposed new curriculum is progressive in nature and will help our teachers unlearn their traditional methodology. Following the UBD Curriculum allows teachers to start the planning process with the end in mind. This vision of where we want students to be will enable our students to make connections, think creatively, and accelerate the learning process. The new lab course curriculum will require “hands on” learning and assessments. The lab course will provide concrete examples of student applications from the knowledge the students have acquired throughout the course.
Works Cited:
Schmoker, Mike (2006). Results now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD
Wiggins, G. & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD
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