Critique 2
theedukator2020
2 years ago
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files (6)CurriculumPlanCritiqueAssignmentInstructions.pdf
GradingRubric.pdf
CurriculumPlanCritiqueTemplate.docx
ExampleTwo.pdf
- ExampleOne.pdf
- steg5-plants-food.pdf
CurriculumPlanCritiqueAssignmentInstructions.pdf
EDUC 872
CURRICULUM PLAN CRITIQUE ASSIGNMENT INSTRUCTIONS
OVERVIEW The purpose of this assignment is for you to critique a curriculum plan based upon what you have learned in this course by describing the strengths or weaknesses of the curriculum plan. You will evaluate and critique one curriculum plan three separate times using three different articles or e-chapters provided during the assigned module. Each article or e-chapter focuses on a single topic or portion of a lesson. You will only need to critique that topic or portion of the lesson through the assigned article or e-chapter. INSTRUCTIONS The paper will include a title page and be divided into two main sections. The first section shall have a 200-250 word summary of the assigned article or e-chapter. The second section, the critique, shall have 100-125 words comparing the article/e-chapter to the curriculum plan and 100-125 words contrasting the article/e-chapter to the curriculum plan. In your critique, you should provide suggestions to improve the curriculum plan based upon what’s been learned in this course. This assignment must include a title page, have a 400–500-word limit, and adhere to current APA format. Title page and citations are not included in the word limit. Articles or e- chapters must each be summarized and analyzed individually, followed by a comparison and contrasting between the article/e-chapter and the curriculum plan. A Curriculum Plan Critique Template has been provided to assist you with this assignment. For each Curriculum Plan Critique Assignment, please use the following curriculum plan provided by the Massachusetts Department of Education. (You are welcome to use your own lesson plan or unit to critique for these assignments instead of the one provided. If you decide to use your own lesson or unit to critique, please upload it with your assignment in Canvas).
• Sample Curriculum Plan: Plants Make Their Own Food: Life Science, Earth Science, and Physical Science, Grade 5
You will notice in the above sample plan that the Massachusetts Department of Education utilizes the Understanding by Design template which you will also use for your Curriculum Design Project in Module 7: Week 7. Below you will find the critique topic and the corresponding article or e-chapter assigned for each module that a Curriculum Plan Critique is due. You will only need to critique the portion of the sample curriculum plan based upon the assigned topic:
• Module 2: Week 2 – Topic: Standards o Chapter 2: Alignment to Standards (Lalor, 2016)
• Module 3: Week 3 – Topic: Educational Objectives o The Tyler Rationale (Kliebard, 1970)
• Module 5: Week 5 – Topic: Differentiation o Good Curriculum as a Basis for Differentiation (Tomlinson, 2014)
GradingRubric.pdf
Criteria Ratings Points
Text Summary
15 to >13 pts
Advanced
Key points from the article or e-chapter are concisely summarized with balance, clarity, and relevance.
13 to >12 pts
Proficient
Most key points summarized with clarity and relevance.
12 to >0 pts
Developing
While some key points are addressed, there is a lack of focus, and important information is neglected.
0 pts
Not Present
15 pts
Critique of Plan
10 to >9 pts
Advanced
Relevant and legitimate information clearly supports critique of the quality of the curriculum plan. It is thoughtful, focused, in depth analysis of the significant topic.
9 to >8 pts
Proficient
Information provides reasonable support for a critique of the quality of the curriculum plan. It displays evidence of a basic analysis.
8 to >0 pts
Developing
Information supports a critique of the quality of the curriculum plan. Analysis is basic and general. Reader gains few insights.
0 pts
Not Present
10 pts
Practical Application
10 to >9 pts
Advanced
Applies the information learned appropriately with good personal insight for application or future use.
9 to >8 pts
Proficient
Applies most of the information learned appropriately with some personal insight for application or future use.
8 to >0 pts
Developing
Applies some of the information learned appropriately with little personal insight for application or future use.
0 pts
Not Present
10 pts
Sentence Structure
10 to >9 pts
Advanced
Sentences are well-phrased and varied in length and structure. Writing displays concise, interesting and focused introductory and concluding sentences.
9 to >8 pts
Proficient
Sentences are well-phrased, and there is some variety in length and structure. Writing displays clear introductory and concluding sentences.
8 to >0 pts
Developing
Some sentences are awkwardly constructed so that the reader is occasionally distracted. Writing displays vague introductory and concluding sentences.
0 pts
Not Present
10 pts
Mechanics, Word Count, and APA Format
5 to >4 pts
Advanced
The writing is free of mechanical, grammatical, and formatting errors. The assignment is 400–500 words.
4 to >3 pts
Proficient
There are 1–3 mechanical, grammatical, and/or formatting errors, but they do not represent a major distraction. The assignment is not 400–500 words.
3 to >0 pts
Developing
The writing has many errors. The assignment is not 400–500 words.
0 pts
Not Present
5 pts
Curriculum Plan Critique Grading Rubric | EDUC872_D01_202430
Criteria Ratings Points
Total Points: 50
Curriculum Plan Critique Grading Rubric | EDUC872_D01_202430
CurriculumPlanCritiqueTemplate.docx
1
CURRICULUM CRITIQUE 2
School of Education, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
<Insert Title of Curriculum Plan Critique Here>
Use this section to summarize the assigned article or e-chapter. This should include the main points of the article/chapter. Do not summarize any additional sources, just the assigned reading here. Make sure you properly cite the assigned reading in this section. This section should be 1-2 paragraphs max. It definitely should not exceed one page. No direct quotes. There shouldn’t be any other citations or sources in this section other than the assigned reading. You will need to follow all APA guidelines for citations. Citations should include the author’s last name, comma, and the year of publication. Example: (Smith, 2010). You do not need page numbers in the in-text citations.
Compare
In this section, you will compare the curriculum plan to what you learned in the required reading. What does the reading have in common with the curriculum plan? Focus on the content of the reading and see how the curriculum plan exhibits points from the reading. The very first sentence should explain how the two items are the same. You must use compare transition words in each sentence to ensure this is written clearly (Similar, Alike, The Same, Likewise, Similarly, etc.). Without transition words, it will be assumed that the two items are not compared to one another. Be sure to include in-text citations for the lesson and the reading, both are required. The two items are similar because they both have x (citation, year; citation, year). Another similarity is the text states x (citation, year) and the lesson includes this same practice by x (citation, year). Do not include any additional information that does not explain how the two items are similar. Please be concise. No direct quotes. No additional sources are needed. You are only focusing on the lesson and the required reading.
Contrast
In this section, you will show how the curriculum plan differs from the content of the required reading. What does the reading state that isn’t shown in the curriculum plan? Focus on the content of the reading and see how the curriculum plan differs from it. The very first sentence should explain how the two items differ. You must use contrast transition words in each sentence to ensure this is written clearly (In contrast, a key difference, unlike, while, on the other hand, etc.). Without transition words, it will be assumed that the two items haven't been contrasted . In-text citations are needed for the lesson and the reading. The two items differ because x has x (citation, year), while x does not cover x (citation, year). Another key difference is x states x (citation, year), but the x document states x (citation, year), which doesn’t align with the reading. Do not include any information that does not explain how the two items are different. Please be concise. No direct quotes. No additional sources are needed. You are only focusing on the lesson and the required reading.
Application
You should provide one suggestion to improve the curriculum plan based upon what’s been learned in this course and/or the required reading. What could you add to the lesson to make it better? Provide an example. To be aligned more to the text, I would add a written component to the lesson because x. For example, students could write a paragraph about x to show x. Include in-text citations if you refer to any source, the text, or the lesson. This section should not be more than one paragraph. Do not include any additional information besides an answer to the one question above. Your paper should not exceed two pages of content (not counting the title page and reference page).
References
There should be citations for the lesson and the reading. Clickable working hyperlinks are required for web links per current APA guidelines.
ExampleTwo.pdf
Educational Objectives: The Tyler Rationale
Tammy Baysden
School of Education, Liberty University
Author Note
Tammy Baysden
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Tammy Baysden
Email: [email protected]
This study source was downloaded by 100000825965683 from CourseHero.com on 07-03-2024 18:12:18 GMT -05:00
https://www.coursehero.com/file/217858535/EDUC-872-Curriculum-Plan-Critique-Educational-Objectives-Assignment-Tammy-Baysden-Week-3pdf/
Educational Objectives: The Tyler Rationale
Ralph W. Tyler, an educational theorist, created The Tyler Rationale, or simply The Tyler
Model (Wraga, 2017). He was among some of the most significant educational reformers who
lived in the seventeenth century. His contribution to learning is still seen today in curriculum
designs. Tyler has shaped how people develop curriculum, evaluate learning, and provide a
logical approach to curriculum development and assessment of students (Liberty University,
2023).
According to Wraga (2017), Tyler’s four guiding questions include what the school plans
for learners, what the learners will do, how the planned work is organized, and how success in
achieving the goals will be measured. Tyler, therefore, incorporated three supportive sources to
assist with the implementation. They included that education is an experiential process,
assessment should be employed, and there ought to be a greater emphasis on prioritizing
assessment in comparison with measurement. Further, he argues that curriculum development
entails problem-solving (Wraga, 2017).
Compare
The Tyler Rationale and the unit plan (Plants Make Their Own Food MCU, 2018) share a
significant similarity in their emphasis on placing students at the core of their educational
encounters. According to the Tyler Rationale, education's primary goal is to facilitate a shift in
the learner's mindset and motivate them to concentrate on their academic path (Kliebard, 1970).
The unit plan (2018) highlights the significance of students' active participation and engagement
in extended, complex, and productive exploration that promotes their educational independence
and empowers them to enhance their understanding by asking questions and making
observations.
This study source was downloaded by 100000825965683 from CourseHero.com on 07-03-2024 18:12:18 GMT -05:00
https://www.coursehero.com/file/217858535/EDUC-872-Curriculum-Plan-Critique-Educational-Objectives-Assignment-Tammy-Baysden-Week-3pdf/
Another similarity is that both articles regarding The Tyler Rationale and the unit plan
contain defined goals and objectives. According to Kliebard (1970), for effective curricula
design to take place the educators need to have a systematized and informative idea of what the
learning goals and objectives are before designing and implementing them. The unit plan, which
consists of varying forms of activities supported by both formal and informal evaluations, shows
careful consideration of the aligned standards and The Tyler Rationale.
Contrast
The Tyler Rationale strongly emphasizes that objectives need to be established to create
educational purpose (Kliebard, 1970). Tyler argues that three sources need to be taken into
consideration when creating these objectives. The three sources include the learner,
contemporary society, and subject matter (Kliebard, 1970). The unit plan is different because it
does not include contemporary society sources. The unit plan does not follow Tyler’s approach.
The Tyler Rationale and the unit plan have a key difference, the chance for educational
experts to talk about curriculum development during the planning phase. Kliebard (1970)
suggests that Tyler's model encourages teacher autonomy and creativity. However, the unit plan
falls short in involving teachers and accommodating personalized teaching methods.
Application
I recommend adding more teacher guidance to the unit plan. Teachers have a great
understanding of their students' needs and stages of development. Educators should keep in mind
that grades do not always accurately measure mastery. To create a positive learning environment,
teachers should use active learning strategies and embrace the idea of perception (Brown et al.,
2014). By following these suggestions and valuing students' intelligence, teachers can reflect on
the lesson with their students to evaluate how well they achieved their objectives and goals.
This study source was downloaded by 100000825965683 from CourseHero.com on 07-03-2024 18:12:18 GMT -05:00
https://www.coursehero.com/file/217858535/EDUC-872-Curriculum-Plan-Critique-Educational-Objectives-Assignment-Tammy-Baysden-Week-3pdf/
References
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make It Stick: The Science of
Successful Learning. Harvard University Press.
Kliebard, H. M. (1970). The Tyler Rationale. The School Review, 78(2), 259-272.
http://www.jstor.org/stable/1084240
Liberty University. (2023). EDUC 872: Historic video footage of Ralph W. Tyler.
https://libertyuniversity.instructure.com/courses/523008/modules/items/59239520
Plants Make Their Own Food MCU. (2018). Massachusetts Department of Elementary and
Secondary Education.
https://www.doe.mass.edu/frameworks/mcu/steg5-plants-food.docx
Wraga, W. G. (2017). Understanding the Tyler rationale: Basic Principles of Curriculum and
Instruction in historical context. Espacio, Tiempo y Educación, 4(2), 227-252.
https://doi.org/10.14516/ete.156
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