Educational Negligence Issue Pt. 2 & 3 BRAINSTORM

K–12 Curriculum Evaluation Checklist and Learning Theory Analysis Complete the Week 7 Assignment on this template. Part 1. Introduction Provide the title of the curriculum unit, its source, and a short explanation of why you chose it for evaluation. Part 2: Curriculum Evaluation Checklist In each of the Evaluation Criteria rows, check Met or Not Met. Then use the right-hand column to provide your analysis, recommend areas for improvement, and/or comment about the quality of the curriculum unit. Complete this column in each row.

Evaluation Criteria Met Not Met Analysis, Areas for improvement, Comments

• States the grade level that this unit was designed for. Provides the state/ district standards or benchmarks.

• Includes learning goals that are consistent with state and district standards.

• Describes learning activities that promote learner engagement with teacher, materials, and other learners.

• Explains the value or relevance of the lesson. In other words, explains what content or knowledge can be achieved using this knowledge.

• Discusses the learning environment in which the lesson will be delivered.

• Provides a list of materials needed to deliver the lesson.

• Designs a lesson that can meet the diverse needs of learners.

• Develops a lesson that reflects a culturally responsive content (the lesson is relevant to students’ culture, life experience, background, etc.).

• Demonstrates ethical standards in the content and delivery of the lesson.

• Provides multiple assessments to evaluate students’ learning.

Evaluation Criteria Met Not Met Analysis, Areas for improvement, Comments

• States the grade level that this unit was designed for. Provides the state/ district standards or benchmarks.

• Includes learning goals that are consistent with state and district standards.

• Describes learning activities that promote learner engagement with teacher, materials, and other learners.

• Explains the value or relevance of the lesson. In other words, explains what content or knowledge can be achieved using this knowledge.

• Discusses the learning environment in which the lesson will be delivered.

• Provides a list of materials needed to deliver the lesson.

• Designs a lesson that can meet the diverse needs of learners.

• Develops a lesson that reflects a culturally responsive content (the lesson is relevant to students’ culture, life experience, background, etc.).

• Demonstrates ethical standards in the content and delivery of the lesson.

• Provides multiple assessments to evaluate students’ learning.

Evaluation Criteria Met Not Met Analysis, Areas for improvement, Comments

• States the grade level that this unit was designed for. Provides the state/ district standards or benchmarks.

• Includes learning goals that are consistent with state and district standards.

• Describes learning activities that promote learner engagement with teacher, materials, and other learners.

• Explains the value or relevance of the lesson. In other words, explains what content or knowledge can be achieved using this knowledge.

• Discusses the learning environment in which the lesson will be delivered.

• Provides a list of materials needed to deliver the lesson.

• Designs a lesson that can meet the diverse needs of learners.

• Develops a lesson that reflects a culturally responsive content (the lesson is relevant to students’ culture, life experience, background, etc.).

• Demonstrates ethical standards in the content and delivery of the lesson.

• Provides multiple assessments to evaluate students’ learning.

Part 3: Learning Theory Complete the following in 200–300 words:

• Discuss a learning theory that aligns with learning activities in this unit of curriculum. • Provide examples from the curriculum. Explain how they align to the learning theory. • Reflect on the applicability of learning theory in curriculum design.