Critique
theedukator2020
2 years ago
30
files (8)Directions.pdf
GradingRubric.pdf
Template.docx
Example3.pdf
EXAMPLE2W2.pdf
- EXAMPLEW2.pdf
- steg5-plants-food.pdf
- Textbook.pdf
Directions.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
Template.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.
Example3.pdf
ALIGNMENT TO STANDARDS 1
Alignment to Standards
Elaine S Williams
School of Education, Liberty University
Author Note
Elaine S Williams
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Elaine S Williams
Email: [email protected]
This study source was downloaded by 100000825965683 from CourseHero.com on 06-29-2024 21:38:00 GMT -05:00
https://www.coursehero.com/file/168122095/Williams-E-Curriculum-Plan-Critiquedocx/
CURRICULUM CRITIQUE 2
Alignment to Standards
It is essential to consider how the task and the standard are aligned within the learning
experiences or assessments when evaluating or developing a curriculum. To determine how a
task or assessment is aligned to the standard, it is necessary to determine the degree of alignment.
Lalor (2016) proposes using three scales: weak, moderate, and strong, to measure alignment
between two aspects. If the task is weak or moderate, the student will not have the opportunity to
demonstrate mastery of the skill that is required by the standards set by the school or district if
the task is weak or moderate. There will be gaps in learning the standard; therefore, the task must
be modified to ensure that it is aligned with the standard. An activity strongly aligned to the
standards, will allow students to fully engage in all the skills that are part of the standards and
will require them to carry out many different activities to accomplish the task.
To understand the standards in a curriculum, we can view them from a variety of
perspectives. These categories can be divided into those addressed, those that are taught, and
those that are taught and assessed. Whenever an emphasis is placed on standards alone, they are
just a surface-level aspect of the curriculum unit and are not viewed as the focal point of the
activity. There is an increased level of student engagement in classrooms where standards are
taught. Many skills are required to meet the standard, but they are only used for practice within
the standard. When standards are taught and assessed in the classroom, they are the lesson's main
focus. They are also the primary means by which students are evaluated during the unit of study.
Compare
The e-chapter by Lalor (2016) and the curriculum lesson plan on science by the
Massachusetts Department of Education of Elementary and Secondary Education (2018) are
similar in that the unit plan is created where the standards and the curriculum have a strong
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CURRICULUM CRITIQUE 3
degree of alignment. The essential question and the standards in the unit plan illustrate this. A
quality curriculum will ensure strong alignment, which means it is challenging to distinguish
tasks and standards and that the intended goal of the standard is met(Lalor, 2016). Another
similarity is that the text states that the standards taught and assessed are identified and
distinguished from those addressed (Lalor, 2016). In every lesson of the unit plan, students are
evaluated and the culminating performance assessment (MA Department of Education of
Elementary and Secondary Education, 2018).
Contrast
The e-chapter differs from the unit plan developed by the Massachusetts Department of
Education of Elementary and Secondary Education (2018) for the science curriculum because the
unit plan did not provide scaffolds, which differentiated it from the e-chapter by Lalor (2016).
All students should be able to engage in cognitively demanding texts with scaffolds. For the
students to access those supports, they need to be set up in a way that suits their needs. In this
way, teachers can make instructional decisions based on the needs of the students in their class.
Application
In Activity 2 in Lesson one, I would find another book that would relate to the lesson. It
is indicated that the story goes beyond the limits of grade-level terms that students may not
understand or are unfamiliar with. Students may need help reading words that are beyond their
grade level in the story and need help. I would also utilize scaffolds in the lesson, such as
students reading to each other rather than individually or in a large group; students can also take
turns reading to one another.
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https://www.coursehero.com/file/168122095/Williams-E-Curriculum-Plan-Critiquedocx/
CURRICULUM CRITIQUE 4
References
Lalor, A. D. M. (2016). Ensuring high-quality curriculum: How to design,
revise, or adopt curriculum aligned to student success. ASCD. ISBN:
9781416622796
Massachussets Department of Education of Elementary and Secondary Education (2018). Plant
make their own food: Life science, earth science, and physica science, grade 5.
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EXAMPLE2W2.pdf
Differentiation
Differentiation: Plants Make Their Own Food
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 06-29-2024 21:24:49 GMT -05:00
https://www.coursehero.com/file/219258738/EDUC-872-Curriculum-Plan-Critique-Differentiation-Assignment-Week-5pdf/
Differentiation
Differentiation: Plants Make Their Own Food
In Tomlinson's (2014) The Differentiated Classroom: Responding to the Needs of All
Learners, Tomlinson emphasizes the critical role of student engagement in effective learning,
comparing it to a magnet that captures even the wandering student. The chapter delves into the
dynamic nature of student readiness, advocating for differentiation based on skill levels and
readiness. It provides insights into the levels of learning and stresses the importance of teachers
having a clear understanding of the curriculum and setting specific instructional goals.
(Tomlinson, 2014).
Compare
Tomlinson (2014) and Massachusetts Department of Education of Elementary and
Secondary Education (2018) both agree that for effective teaching, planning is necessary.
Likewise, both also reference the need to starting planning with the end in mind, listing what
students should know by the end of the unit. This is a common theme throughout the unit plan
and shows the importance list are throughout the individual lessons in the unit.
Both texts also refer to the fact that students need activities that are hands-on, promote
21st-century learning and incorporates real world thinking and learning skills. (Tomlinson,
2014). The alignment extends to the application of this idea within the unit plan, where activities
are strategically identified to facilitate students' connections between the content and global
awareness (Massachusetts Department of Education of Elementary and Secondary Education,
2018). Both texts also incorporate a culminating project or summative project where students get
to put their knowledge and skills to work, to show what they have learned throughout the unit
plan (Tomlinson, 2014; Massachusetts Department of Education of Elementary and Secondary
Education, 2018).
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https://www.coursehero.com/file/219258738/EDUC-872-Curriculum-Plan-Critique-Differentiation-Assignment-Week-5pdf/
Differentiation
Contrast
One notable aspect that differentiates between the e-text and unit plan is the idea of
Tomlinson (2014) on integrating all curriculum stages authentically so as to enhance student
engagement and real understanding. On the contrary, the unit plan fails to provide for diversified
learning, students with disabilities, or English Language Learners (Massachusetts Department of
Elementary and Secondary Education, 2018). Tomlinson (2014) suggest the importance of
considering students' needs in the design of a unit plan. However, Massachusetts Department of
Education for Elementary and Secondary Education (2018) has a critical issue in the unit plan
due to the omission of details regarding how understanding will be assessed during lessons or the
entire unit. This is a discrepancy that conflicts with the principles emphasized in the reading.
Application
In enhancing the curriculum plan, I would propose incorporating activities tailored to the
unique needs of diverse learners, English Language Learners, and students with disabilities, this
is an approach aligned with my belief of inclusivity and personalized learning. To cater to varied
learning styles and preferences, my recommendation involves the implementation of choice
boards, empowering students to select activities that resonate with their understanding and
interests. These choice boards would encompass activities benefiting all students, fostering a
sense of autonomy in their learning journey. Additionally, I would advocate for the integration of
blended learning, including small group sessions to provide targeted support during independent
work.
This study source was downloaded by 100000825965683 from CourseHero.com on 06-29-2024 21:24:49 GMT -05:00
https://www.coursehero.com/file/219258738/EDUC-872-Curriculum-Plan-Critique-Differentiation-Assignment-Week-5pdf/
Differentiation
References
Massachussets Department of Education of Elementary and Secondary Education (2018). Plant
make their own food: Life science, earth science, and physica science, grade 5.
Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners.
Association for Supervision & Curriculum Development.
This study source was downloaded by 100000825965683 from CourseHero.com on 06-29-2024 21:24:49 GMT -05:00
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