JYT2 Task 2.docx JYT2 Task 2 Curriculum Design In a standards-based curriculum, curriculum is developed around the standards of a given state or the nation. Curriculum developers think about the indicators of stude
...
JYT2 Task 2.docx JYT2 Task 2 Curriculum Design In a standards-based curriculum, curriculum is developed around the standards of a given state or the nation. Curriculum developers think about the indicators of student success, the essential questions needing to be answered within a unit, the learning opportunities to present to students, and assessment to determine if students are able to meet the indicators of success. My instructional setting is a first-grade classroom in a low-income school. Over half of my students are English Language Learners. Many also qualify for free and reduced lunch. I have 21 first graders from a variety of diverse backgrounds, and many are part of agricultural/migrant families that often move throughout the school year. That means I usually have between 2 and 5 students who move away, new students who join the class, and some that return after a few months of going to school in California during certain agricultural seasons. Thinking of a standards-based curriculum in the lens of my classroom, I think that one of the strengths is having more opportunities for consistency across different schools, districts, and states. Knowing that anywhere from 1 to 5 of my students move to a different state each year makes it clear that standards-based curriculum gives those students transferrable knowledge from state to state. I often see first-hand the “gaps†students have in their learning based on the access they have to different standards and curriculums. If ev. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]
