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Homework answers / question archive / E03 Curriculum Development In a one-page response, answer the “Constructed-response question” Parts “a” and “b” below the activity
E03 Curriculum Development
In a one-page response, answer the “Constructed-response question” Parts “a” and “b” below the activity.
Then, using the activity format, create your own activity plan focusing on one of the standards from the state standards you accessed. You may choose any age level to focus on, ages 3-8. This should be one page in length. Make certain that you add the state standard you are focusing on in the activity plan.
3. Finally, write a two-page response answering the question: What is the primary purpose of your plan and how does each element of your activity plan relate to the purpose?
Lecture Notes
Welcome to Lesson 4.
Assessment and evaluation. You may think these are synonymous, but they aren’t. Assessment is actually more ongoing and often informal. Evaluation typically requires a quantitative comparison or judgment. The textbook explains this in much greater detail. Make sure you read this carefully.
For some people, record keeping may seem like a huge, impossible, and time-consuming task. That can be true, but it doesn’t have to be that way. You may be thinking, “I’m not organized. I don’t like to write volumes of information. I really don’t see the point.” Lesson 4 will definitely help alleviate those anxieties and give you many ways to succeed at record keeping.
Even with the best intentions and memory, none of us can remember at the end of the year where each of our students began the year developmentally unless we have kept records for each child. These records can take many forms, some simple, some more complicated. Informal records could be anecdotal records, child interviews, and checklists. If writing lists and checking off items give you a sense of accomplishment, then checklists may be the perfect tool for you. Many teachers feel that checklists do not give an overall picture and are too cut-and-dry. If this is also your thought, then make another choice of a method that suits you better.
Check with your school before making any firm decisions about the type of record keeping you wish to use. There may be guidelines that the school has set up to determine how records are to be kept.
How to compile your records must also be decided. The textbook discusses documentation boards and portfolios. I think these are both good ways to share information, but one cannot be used exclusively. Documentation boards are wonderful to show examples of class activities and for some types of individual work. Portfolios do not show the class’s work, but do give a very clear picture of how an individual is progressing. Collecting work samples for portfolios can also seem overwhelming, and there is no way you can save and include all of a student’s work, nor should you! A fun way to tackle this problem is to collect a few samples each week from each child. At the end of the month, the child and teacher sit down and look through the work samples. The child then chooses one or two items that he or she would like to include in the portfolio, and the rest goes home with the student. By allowing the child to take part, you show that you value the child and his or her efforts.
Ask almost anyone who has given a standardized test, or a parent of a child who has taken one, how he or she feels about these exams. You will probably receive a definite opinion either for or against these tests. For every advantage there is a disadvantage. No matter what your opinion, standardized test scores do allow for comparison of individuals and schools. My concern about these tests is that teachers and parents place too much emphasis on test scores. We must be very aware that tracking a child’s development cannot be done through test scores only.
Use all of the information you collect—anecdotal observations, interviews, checklists, work examples, photographs, test scores, teacher notes, and comments—to share with parents. This gives them an overall glimpse into their child’s progress at school, not a snapshot of one day’s effort, such as test scores.
Recording and sharing a child’s progress is valuable, but planning your curriculum for further development is also important. Take the information you have learned about each child through record keeping. Decide the areas that need to be developed and write behavioral objectives for each.
In Chapter 8, the role of the family in a child’s education is discussed in detail. One of your tasks as a teacher is to help your students make an easy adjustment from home to school. A good way to do this is by including parents, grandparents, and neighbors in your classroom. At an Open House, have a list of different ways to volunteer and a sign-up sheet on hand. The following are possibilities.
Mystery Reader: Choose a story to read or tell and bring a prop or costume to share during the story.
Class Cook: Share a holiday recipe, a recipe from a different country, or a kid-friendly snack.
Reading Helper: Spend 30 minutes to 1 hour a week reading with individual students.
Hobby Sharer: Share a particular hobby with the children and help them to create their own.
Field Trip Traveler:Accompany students on field trips.
Organizer: Assist the teacher with cutting, coordinating, locating supplies, typing newsletters, and helping with bulletin boards.
Party Planner: Organize the items needed for parties, make calls or send notes to other parents, and help during the parties.
There are many more ways that parents can be involved, but this list will get you started. Many parents may feel intimidated about helping in the classroom. Be patient! They may change their minds as the year progresses. Post any needs or “openings” you have on a bulletin board or in a newsletter. If possible, write notes, newsletters, and bulletin board items in the parents’ language. Acting as a translator is another area for volunteer service. Most importantly, make any family members or others feel comfortable and appreciated. Honor them with thank-you cards, a small token, a class-made gift, or a “party” where they are the VIPs.
Your textbook offers some great information about family/teacher conferences. Remember that you do not have to hold conferences only at designated times of the year. Anytime you or the parents feel a need for one, plan to meet at the parents’ convenience. As difficult as it may be, do not assume that a comment or disagreement is always negative criticism. Consider that the parent really does know the child best and has his or her best interests in mind.
