Curriculum Knowledge & Practice
Curriculum writers should considers all forms of engagement such as behavior, cognitive, and affective engagement. Writers need to understand that all of these factors are interdependent on not only the class environment but the retention and determination of a students self learning. Writers should include several strategies that actively all students to respond to information and content, while also providing students with opportunities to be reflective practitioners themselves. Collaborating with other students and/or having input in their own learning increases student engagement and understanding of new information being taught. What should be included in a curriculum to ensure that our students will be able to compete globally? As a nation, we are in direct competition with other countries around the world. Common Core emphasizes students preparation in 21st century fields. The competition derives from our economy producing career ready workers in new and upcoming job fields. As part of the new teacher accountability system, schools are being measured by student progress in growth, gap reduction, but most importantly, career and college readiness. Curriculum writers need to be aware of our 21st century learners and skills in order to prepare them for the work force. Jobs are being geared towards STEM initiates such as science, technology, engineering, and mathematics. Therefore, educators need to provide opportunities for students to use 21st century skills in application to cross curricular content. Curriculum writers should be aware of common core standards in cross curricular instruction and strategies that promote these 21st century skills. Lessons and instruction should include real world application and problems and many collaborative projects. Group work helps foster communication skills for students, while facilitating innovative, rigorous instructional moments. Curriculum should instruct and provide teachers with a plethora of group work and research moments to adhere to the 4 Cs. Upon the completion of my ISTC 667 course (ISD), I was able to distinguish the role of philosophy, values and ethics in instructional design, identify the components and applications of instructional systems design (ISD) theory, select and use needs assessment tools to conduct a needs analysis in an instructionally appropriate setting, identify and select appropriate task analysis procedures. It was important to meet technology and content standards while identifying and developing prototypes in these instructional design theories.
Artifacts Connected to MTTS and ISTE Standards
The main core skills as a 21st century learner are collaboration, critical thinking, creativity, and communication. Educators need to be able to incorporate and/or provide opportunities for students to engage in their own learning. It is not just based upon tools and resources but enhancing educators instructional design methods and frameworks in order to reinforce and implement conceptual understanding. Writing Curriculum with SCRATCH By writing curriculum for SCRATCH, I met MTTS Standard II through using effective technologies to employ communication and interaction into instruction. Working with software such as SCRATCH and other online resources has also allowed me to integrate skills such as programming by instructionally designing lessons and activities with the use of technology. This aligns with MTTS Standard V as well. MTTS Standards: II, V ISTE - T Standards: 3, 5 This artifact demonstrates and promotes real-life application problems, builds on concepts using prior knowledge, differentiates for all learners. The instructional design processes allowed me analyze, develop, evaluate through the course of pebbles. The pebbles consisted of setting up a lesson analyzing what the students need to know, designing how to get them to the end result, developing step by step approaches of instruction with increased complexity, implementing and demonstrating how to solve a problem, and evaluating students on their knowledge of the problem and skill.
Instructional Design Framework
The completion of this project, I was able to identify the components and applications of instructional systems design (ISD) theory, to conduct a needs analysis in an instructionally appropriate setting, identify and select appropriate task analysis procedures, and select a formative and summative assessment tools to. It was important to meet MTTS Standard I and ISTE-T Standard 2 while identifying and developing prototypes in these instructional design theories.
MTTS Standards: I ISTE - T Standards: 2
References Brown, A., & Green, T. G. (2010). The essentials of instructional design: Connecting fundamental principles with process and practice (2nd Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
