M.Ed. in Curriculum and Instruction: Technology

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TEC 510

Curriculum and Instruction
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Click to ExpandEvaluation Method

Module 3 /TEC 510H -Module 2

Rubric
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This particular piece is a self-evaluation rubric developed to assess how much of a brain-based instructor I have been in the past. I have to say I did not score very highly. But the good news is that I have to say how much I have learned and how great my desire is to improve on brain-based teaching to truly help my students to learn and understand to their full potential.
AZ- Arizona's Professional Teacher Standards
Standard 1: The teacher designs and plans instruction that develops students' abilities to meet Arizona's academic standards and the district's assessment plan.The performance assessment shall measure the extent to which the teacher?s planning:
Assessed performance 11: Includes learning experiences that are based upon principles of effective instruction
Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learningThe professional knowledge assessment shall measure the extent to which the teacher has knowledge of:
Assessed performance 7: Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work
File Attachments:
  1. Self-Assessment of Brain-based Teaching Self-Assessment of Brain-based Teaching
    Arrow Close Show associated standards

Module 7/ TEC 510H Module 5

Curriculum Map
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Kids around the World (Sm.)

This is a curriculum map for a unit on mythology. It is aligned with a unit plan for doing a Mythology Virtual Field Trip. It is a differentiated, online unit plan developed using Backwards Design.
CO- Colorado Academic Standards
Subject: History
Standard 3: Students understand that societies are diverse and have changed over time
Key Idea 3.1: Students know how various societies were affected by contacts and exchanges among diverse peoples
Grade/Level: Grades 5-8
Performance Indicator: describing the history, interactions, and contributions of various groups of people who make up the major culture regions of the world.
Performance Indicator: explaining how the cultures of the earliest civilizations spread and interacted (for example, the civilizations of the river valleys of India, Africa, Mesopotamia, and Mesoamerica).
Key Idea 3.2: Students understand the history of social organization in various societies
Grade/Level: Grades 5-8
Performance Indicator: describing and giving examples of basic elements of culture and social organization
Performance Indicator: explaining how forces of tradition have acted to maintain elements of social organization throughout history
Standard 6: Students know that religious and philosophical ideas have been powerful forces throughout history
Key Idea 6.1: Students know the historical development of religions and philosophies
Grade/Level: Grades 5-8
Performance Indicator: describing different religious concepts that have developed throughout history (for example, monotheism and polytheism).
Key Idea 6.2: Students know how societies have been affected by religions and philosophies
Grade/Level: Grades 5-8
Performance Indicator: giving examples of how religious and philosophical beliefs have defined standards of right and wrong, good and evil, and justice and injustice
Performance Indicator: giving and describing examples of individuals who, throughout history, acted from their religious or philosophical beliefs
Key Idea 6.3: Students know how various forms of expression reflect religious beliefs and philosophical ideas
Grade/Level: Grades 5-8
Performance Indicator: describing how societies have used various forms of visual arts, dance, theater, and music to express their religious beliefs and philosophical ideas throughout history
Performance Indicator: giving examples of the unique art forms that characterize the various ethnic groups in the United States and the religious or philosophical ideas they express
Performance Indicator: explaining how stories, myths, and other forms of literature and oral traditions reflect the beliefs of cultures and societies
Subject: Reading and Writing (2009)
Standard:
STANDARD 1: Students read and understand a variety of materials.
Grade/Level: GRADES 5-8
Benchmark: • using a full range of strategies to comprehend technical writing, newspapers, magazines, poetry, short stories, plays, and novels in addition to the types of reading material mentioned above. Students extend their thinking and understanding as they read stories about people from similar and different backgrounds.
Standard:
STANDARD 2: Students write and speak for a variety of purposes and audiences.
Grade/Level: GRADES 5-8
Benchmark: • writing stories, letters, and reports with greater detail and supporting material;
Benchmark: • drafting, revising, editing, and proofreading for a legible final copy;
Benchmark: • writing and speaking in the content areas (for example, science, geography, history, literature), using the technical vocabulary of the subject accurately; and
Standard:
STANDARD 3: Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Grade/Level: GRADES 5-8
Benchmark: • using correct pronoun case, regular and irregular noun and verb forms, and subject-verb agreement involving comparisons in writing and speaking;
Benchmark: • punctuating and capitalizing titles and direct quotations, using possessives, and correct paragraphing in writing;
Standard:
STANDARD 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
Grade/Level: GRADES 5-8
Benchmark: • recognizing an author's or speaker's point of view and purpose, separating fact from opinion;
Benchmark: • using reading, writing, speaking, listening, and viewing skills to solve problems and answer questions;
Benchmark: • making predictions, drawing conclusions, and analyzing what they read, hear, and view;
Benchmark: • recognizing, expressing, and defending a point of view orally in an articulate manner and in writing; and
Benchmark: • determining literary quality based on elements such as the author's use of vocabulary, character development, plot development, description of setting, and realism of dialogue.
Standard:
STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
Grade/Level: GRADES 5-8
Benchmark: • locating and selecting relevant information;
Benchmark: • using available technology to research and produce an end-product that is accurately documented; and
Standard:
STANDARD 6: Students read and recognize literature as a record of human experience.
Grade/Level: GRADES 5-8
File Attachments:
  1. Steyn Curriculum Map.doc Steyn Curriculum Map.doc
  2. Steyn Differentiated Instruction Project.doc Steyn Differentiated Instruction Project.doc
Author: Heather Steyn
Last modified: 2/14/2011 8:03 PM (EDT)