EdUC 3004 – Curriculum Design Final Project

1. EdUC 3004 – Curriculum DesignFinal Project Instructor: Dr. Debra Chester Lisa Godding Jaymee Henderson Alan Herman Elizabeth Kent

2. Situation The 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 management • Cultivating positive relationships with parents/guardians • Differentiating instruction for diverse learners • Integrating technology into the classroom

3. Directive You 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.

4. Division of Responsibilities This project was broken down into 4 major components: • Learning Goals and Objectives • Instructional Strategies • Assessments • Program Evaluation

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

6. Learning Goals • Evaluate 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.

7. Learning Objectives • Given 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.

8. Learning Objectives • The 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.

9. Instructional Strategies and Activities • Purpose: To make a difference in the classroom, and to create increased student performance. • Strategies: • Needs Assessment • Classroom Management • Cultivating Positive Relations with Parents/Guardians • Diverse Learning • Integrating Technology Into the Classroom • Rationale

10. Assessments • Role Plays • Observation • Written Tests

11. Role Plays Format 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.

12. Observation Format 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.

13. Written Tests Format 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.

14. Conclusion • Set Goals • Define Objectives • Propose Instructional Strategies • Determine Assessment Tools • Evaluate of Mastery Levels

15. References • Compton, K. (2011, December 20). District Wide Principal for Curriculum, Assessment, Bradford Area School District. (L. Godding, Interviewer) • Romanowski, S. (2011, December 20). Superintendent, Bradford Area School District. (L. Godding, Interviewer)