SS350 9/1/22 Introduction to Curriculum Planning

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Essential Questions

  • What do I want my students to remember 5 to 10 years from now? 
    • students shouldn't focus on names, dates, or specific vocabulary
    • students should understand compare and contrast, themes, ideas, or social studies phenomenons
    • could also be observable occurrences, revolutions, civics, crime, peace, poverty, etc. 
    • cause and effect of historical events
  • overall, 3-5 essential questions per learning segment -unit- 
Learning Segments 
  •    this is a balanced approach towards any content-specific area, here being social studies where there are a minimum of 3-5 lessons where students have an opportunity to develop and apply their knowledge, intellectual processes, and disciplinary practice
    • leading students towards becoming active and productive citizens. 
  • students should have the option within these lessons to build their inquiry skills, and analysis to develop and support their arguments or conclusions about historical events, etc. 
Central Focus
  • what is the purpose of the learning segment?
    • content-facts, concepts, arguments, interpretations (are key)
    • directly aligned with content standards
Learning Objectives
  • aligned with content standards
  • objectives should be measurable and focus on students making connections between facts, concepts, inquiry, interpretation, or analysis to build and support their arguments, etc. 
  • important to gather preexisting knowledge!
    • Students will understand that...
    • students will know that...
  • this can be done by implementing Bloom's Taxonomy and Webb's Depth of Knowledge
Objectives and Skills
  • objectives contain verbs that are measurable!
    • students will be able to...
    • students will be able to analyze, interpret...
    • skills include social studies tools, language, and concepts.
      • maps, graphs, tables, reading primary sources, annotating, etc.
      • skills can be shown in between  different units using compare and contrast
Assessment 
  • Formal V. Informal 
    • Formal:  quizzes, homework assignments, projects, performance
      • ex: the teacher grades the homework assignments 
    • Informal: students' questions and responses, teachers' observations
      • students give a thumbs up or thumbs down if they don't understand 
  • What do I want my students to do, how do I want them to prove or show that they can or are struggling to accomplish something. 
  • Quantitative V. Qualitative
    • Quantitative: numerical understanding from assessment, ex. 6 of 10 improved scores
    • Qualitative: description of understanding, ex. " most students were able to..." 
  • Formative V. Summative
    • Formative: how am I monitoring the process towards the lesson objectives?
    • Summative: what evidence will you collect and how will you document students learning?
Instructional Activities
  • these include activities and learning tasks that students and the teacher will be doing. 
    • they support diverse students' needs
  • and also need to think about resources and materials to engage students 
    • some examples: are technology, handouts, presentation, articles, etc. 
    • lectures, videos, group activities, blogs and websites, Canvas, and there are so many more.
Language Functions
  • importance of incorporating language functions into the social studies curriculum!
    • analyze, compare and contrast, construct, describe and evaluate, examine, identify, interpret, justify, and locate. 
      • graphs, maps, data, tables, primary and secondary sources, etc. 
    • Discourse: the structure of written and oral language ways for content to be communicated. 
      • social studies discourse is narrative and journalistic. 
      • are there terms or phrases that I am using or need to use so that students can understand or better understand the lesson?
    • Syntax: organizing, symbols, words, and phrases put together into structures (sentences, graphs, etc.)
    • the scaffolds, representations, and pedagogical strategies should help learners understand, use and practice concepts and the language they use and need to learn within social studies.
Other Things to Think About
  • what kinds of learning environment do you want to develop to establish respect, rapport, and support in your student's engagement and learning? 
  • what kinds of learning tasks engage students in the central focus of the learning segment? 
  • how will you build on students' responses in ways that develop and deepen content understanding?
  • in what ways can you connect new content to your student's prior academic, personal, cultural, and community during instruction?  
Reflection!!!!
  • how can you examine and possibly change your teaching practices to more effectively meet a variety of students' needs?
  • what changes could you make to instruction to better support students learning of the central focus?
  • reflection is a very important concept and factor for all teachers. 
    • reflections should be done daily, whether it be over lessons taught that day, students' actions/behavior
    • the positives or negatives of the day, or the highs and lows
    • of how we as educators felt that day and how our mood may have affected the classroom environment
    • reflection allows us to grow as educators constantly and we can keep reflection journals or even reflect and make notes in our lesson plans. 

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