EDU 603: Curriculum 2.0

Final Project

I have gained a tremendous amount of knowledge throughout this course. Following the steps of UDL and UbD to develop a curriculum unit has helped me understand the importance of many aspects of curriculum design. Working with the goals in mind ensures that the lessons, activities, and instruction are purposeful. “Backward design yields greater coherence among desired results, key performances, and teaching and learning experiences, resulting in better student performance – the purpose of design” (Wiggins & McTighe, 2005, p. 33).

References

Wiggins, G. P., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: ASCD. Retrieved from http://eds.b.ebscohost.com.postu.idm.oclc.org/eds/ebookviewer/ebook?sid=aa965060-3b17-45a3-a2d0-aa0a52d21942%40pdc-v-sessmgr05&ppid=pp_13&vid=0&format=EB

EDU 603 Final Project-Jackson Download

Unit 7 Blog #4

Part 1

Introduce students to multiplication by showing the YouTube videos for multiplying by 0 and 1. Discuss the Identity Property of Multiplication, any number times one is that number. Discuss the Zero Property of Multiplication, any number times zero is always zero. Introduce students to a blank multiplication table. Replay the YouTube videos for multiplying by 0 and 1. Students should complete the rows in the multiplication table for 0’s and 1’s. W, H, E, O
Play YouTube video for multiplying by 2. Students should skip count with the video and use their fingers as they count by 2’s. Students complete the multiplication table for counting by 2’s. H, E, O
Discuss key vocabulary words: Factor, product, and multiply. Students will play a matching game with a partner using cards that have a vocabulary word or a definition. H, E
Play YouTube video for counting by 5’s, students skip count and use their fingers. Students complete the multiplication table for multiplying by 5’s. H, E, O
Explain to students that multiplication is like addition. Introduce repeated addition as a multiplication strategy. Model repeated addition while students do the same on individual white boards. Then provide equations for students to show how to use repeated addition. E, R, E2
Play YouTube video for counting by 10’s, students skip count and use their fingers. Student’s complete the multiplication table for multiples of 10. H, E, O
Working in pairs students will be introduced to equal groups. Students work together and use white boards to draw the groups and counters to put the same number in each group (Teacher will model and provide the numbers used. For example: 3 groups of 2, 2 groups of 10, etc.). Students will then write the multiplication sentence. E, T
Play YouTube video for counting by 3’s, students skip count and use their fingers. Students complete the multiplication table for multiplying by 3’s. H, E, O
Students will use white boards to draw their own equal groups to find how many in all. Teacher will provide the equations. E, R, E2
Play YouTube video for counting by 4’s, students skip count and use their fingers. Students complete the multiplication table for multiplying by 4’s. H, E, O
Working in pairs students will use a number line to skip count. Teacher will model and provide the equations for students to use. Students will first use their fingers to show the “hops” on the number line while skip counting (3 x 4 would be 3 hops counting by 4’s). E, T
Play YouTube video for counting by 6’s, students skip count and use their fingers. Students complete the multiplication table for multiplying by 6’s. H, E, O
Students will use white boards to draw a number line to find how many in all. Teacher will provide the equations. E, R, E2
Play YouTube video for counting by 7’s, students skip count and use their fingers. Students complete the multiplication table for multiplying by 7’s. H, E, O
Introduce new vocabulary: Array. Working in pairs and using tiles students will be introduced to arrays. Teacher will model how to may an array for a multiplication equation using rows and columns (For example 3 x 4 would be 3 rows with 4 columns or 4 in each row). Students will use the tiles to make arrays then use the white board to write the multiplication sentence. Teacher will provide the equations. E, T
Play YouTube video for counting by 8’s, students skip count and use their fingers. Students complete the multiplication table for multiplying by 8’s. H, E, O
Students will use white boards to draw arrays to model multiplication and find factors. Teacher will provide the equations. E, R, E2
Play YouTube video for counting by 9’s, students skip count and use their fingers. Students complete the multiplication table for multiplying by 9’s. H, E, O
Discuss the Commutative Property of Multiplication: 5 x 7 = 7 x 5. Students use write boards to show that the commutative property by drawing either equal groups, number lines, or arrays. E
Introduce students to solving word problems using a bar model. Using an Anchor Chart with the acronym CUBES. Model solving a multiplication word problem using CUBES and a bar model. Students have a copy of the word problems with space provided to follow along and complete as well. Scaffold for students to solve multiplication word problems on their own: starting with having them determine what needs to be solved, drawing the bar model, and completing an answer sentence. (This may take more than one day). E, E2, O

*An anchor chart is created using each of the models for multiplication: repeated addition, equal groups, number line, and arrays.

**YouTube videos may be viewed more than once to help students grasp skip counting/multiplying by a number.

Part 2

Criteria	Poor 0	Fair 1	Good 2
Stage 1: Standards and Expectations.	-Standards are above or below grade level -Standards to not align the course -Standards do not align to student performance -Standards to not align to essential questions	-One or more standards to not align to grade level -One or more standards to not align to course -One or more standards to not align to student performance -One or more standards do not align to essential questions.	-Standards align to grade level -Standards align to course -Standards align to student performance -Standards align to essential questions.
Stage 1: Learning Objectives	-Knowledge and skills are above or below grade level -Knowledge and skills do not align to the course -Knowledge and skills do not align to student performance -Knowledge and skills do not align to essential questions	-One or more knowledge and skills do not align to grade level -One or more knowledge and skills do not align to course -One or more knowledge and skills do not align to student performance -One or more knowledge and skills do not align to essential questions	-Knowledge and skills align to grade level -Knowledge and skills align to the course -Knowledge and skills align to student performance -Knowledge and skills align to essential questions
Stage 2: Differentiation	-Students are limited to one model to demonstrate understanding -Students are limited to one tool -Students are limited to one platform to receive information	-Students are limited to models of demonstrate understanding -Students are limited in tools -Students are limited in the platforms to receive information	-Students have a variety of ways to demonstrate understanding -Students have a variety of tools to use -Students receive information in a variety of platforms
Stage 3: Student Experience	-Students do not understand -Students did not receive explicit models/expectations -Students are not engaged -Performance tasks are not authentic	-Students struggle to understand -Students are unclear of the models/expectations -Students are periodically engaged -Performance tasks are a combination of both traditional and authentic	-Students demonstrate understanding -Students have been given explicit models/expectations -Students are engaged -Performance tasks are authentic
Stage 3: Instruction	-Students are not provided the opportunity to rethink, revisit, and/or revise -Students have not received any feedback -Students have not been given tools to self-assess	-Students have few opportunities to rethink, revisit, and/or revise -Students have received limited feedback that is inexplicit -Students have limited tools to self-assess	-Students have opportunities to rethink, revisit, and revise -Students have received explicit feedback in a timely manner -Students have various tools to self-assess

Developing a learning plan in Stage 3 should directly correlate to the unit plan and performance task in Stages 1 and 2. In UBD “having a clear goal helps to focus our planning and guide purposeful action toward the intended results” (Wiggins & McTighe, 2005, p. 19). Through this process I have developed a plan that will guide my students through experiences, feedback, and assessing to obtain understanding.

Questions: Using the elements of WHERETO, what other tools could be used to help students self-assess in this unit? UDL and UBD can be time consuming for teachers, how could this unit be adapted annually or various learners?

References:

Unit 6 Blog #3

Part 1

Goal:

The goal is to meet the orders of cakes needed for your bakery.

Role:

You are the new owner of the Koala Bakery.

Audience:

Your clients are local patrons in town.

Situation:

You need to know how many cakes a customer is needing, the number of cakes that are needed for the next day, and help solve problems that come up as orders come in.

Product/Performance and Purpose:

You will solve problems in order to operate a successful bakery.

Standards & Criteria for Success:

You should calculate using numbers sentences, words, and models (array, number line, equal groups, bars).

Performance Task:

You are the proud new owner of the Koala Bakery. You need to meet the needs of your customers cake orders. You will need to know how many cakes a customer is needing, the number of cakes that are needed for the next day, and help solve problems that come up as orders come in. Calculate by using number sentences, words, and models (arrays, number lines, equal groups, bars).

Your assistant tells you that you can make 4 cakes in each oven. You have 4 ovens. How many cakes can you make at a time?
You decide to bring in 2 employees to help. Each employee can only work with one oven. How many cakes can your new employees make at a time?
Each cake takes 7 minutes to make. You want to have 10 cakes done for the first day. How long will it take to get ready for the first day?
At the last minute, you get an order for tomorrow for 6 cakes. How much longer do you need to stay to finish the order?

Part 2

Rubric

Criteria	Poor-0	Fair-1	Good-2	Excellent-3
Question 1. 4 x 4 =	Did not show how to solve using a number sentence, words, and/or model.	Solved using a number sentence, words, or model.	Solved correctly using a number sentence, words, and model.	Solved correctly demonstrating more ways to solve.
Question 2. 2 x 4 =	Did not show how to solve using a number sentence, words, and/or model.	Solved using a number sentence, words, or model.	Solved correctly using a number sentence, words, and model.	Solved correctly demonstrating more ways to solve.
Question 3. 7 x 10 =	Did not show how to solve using a number sentence, words, and/or model.	Solved using a number sentence, words, or model.	Solved correctly using a number sentence, words, and model.	Solved correctly demonstrating more ways to solve.
Question 4. 7 x 6 =	Did not show how to solve using a number sentence, words, and/or model.	Solved using a number sentence, words, or model.	Solved correctly using a number sentence, words, and model.	Solved correctly demonstrating more ways to solve.

This performance task directly relates to Stage 1 as students will learn various ways to represent multiplication. Having students take the numbers from the word problem, show the equation in a model (arrays, number lines, equal groups, or bar model), and solve using a number sentence demonstrates the understanding of multiplication. Having students write an answer sentences demonstrates the understanding of knowing what the question is asking. An extension to this performance task would be to have students create their own word problems and adding multi-step problems.

Math is very concrete with a right or wrong answer, what are some creative ways to have students demonstrate their understanding of multiplication? How could project based learning be used in this context?

Blog Post #2

Part 1: Stage 1 of Unit Plan

Grade 3: Multiplication: Solving Word Problems
This unit will introduce students to learning multiplication facts and solving one- and two- step word problems with multiplication. Students will learn a variety of strategies and use a variety of tools to help them understand multiplication and to solve the word problems using multiplication.
STAGE 1- STANDARDS/GOALS What should students understand, know, and be able to do? Stage one identifies the desired results of the unit including the related state content standards and expected performances, enduring understandings, essential questions, knowledge and skills.
Content Standard(s) Generalizations about what students should know and be able to do.
Content Standards	Primary Expected Performances
3.OA.A.1 Interpret products of whole numbers.	Students will know multiplication facts and interpret the total number of objects. For example: interpret 5 groups of 7 objects as 5 x 7 = 35.
3.OA.A.3 Use multiplication within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.	Students will use drawings and equations to represent the problem.
3.OA.A.4 Determine the unknown whole number in a multiplication equation relating three whole numbers.	Students will identify the unknown factor or product in an equation. For example: 8 x _ = 48 or 6 x 6 = __.
3.OA.C.7 Fluently multiply within 100.	Students will know from memory all products of two one-digit numbers.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…) K-12 enduring understandings are those understandings that should be developed over time, they are not expected to be mastered over one unit or one year.	Essential Questions Inquiry used to explore generalizations
Overarching Enduring Understandings: Students will understand the terms used in multiplication. Students will understand that multiplication saves times when adding the same number repeatedly. Students will understand that there are various strategies to represent a multiplication equation. Unit Specific Enduring Understanding: Students will understand how to solve a multiplication equation using equal groups. Students will understand how to use an array to represent a multiplication equation. Students will understand how to skip count on a number line to solve a multiplication equation. Students will understand how to draw a diagram to help solve one- and two-step word problems.	1. How can you use equal groups to find how many in all? 2. How can you use an array to represent a multiplication equation? 3. How can you use a number line to skip count and find how many in all? 4. How can you use the strategy draw a diagram to solve one- and two-step word problems?
Knowledge and Skills What students are expected to know and be able to do
Knowledge The students will know… Multiplication terms such as factor, product, times, etc .Fluently multiply within 100 Why multiplication is a faster process than repeated addition. Skills The students will be able to… Use equal groups to represent multiplication. Use an array to represent multiplication .Use a number line to skip count for multiplication. Draw a diagram to solve one- and two- step word problems.

Part 2: Planning Pyramid

Some students will know…

How to write a multiplication word problem.
How to represent a multiplication equation using all strategies (equal groups, arrays, number line, and diagram).

Most students will know…

How to represent a multiplication equation with at least 2 strategies (equal groups, arrays, number line, and diagram).
Know multiplication facts fluently within 100.
How to solve a one- and two-step word problem with multiplication.

All students will know…

How to represent a multiplication equation with one strategy (equal groups, arrays, number line, and diagram).
The terms used in multiplication.
How to solve a one-step word problem with multiplication.
That multiplication is a faster process than repeated addition.

When developing the planning pyramid, I need to consider the varying abilities of my students. I have three students who are very strong in understanding math skills, algorithms, and representing equations. These students can use various strategies to represent an equation as well as writing their own word problems. At the other end of the spectrum, I have students who struggle with basic number sense. By modeling a variety of strategies and using math centers I am hopeful that these students will find a model that they understand and can use to transfer their learning to solve word problems.

While developing the essential questions I thought of what I have learned in this course so far. Wiggins and McTighe state, “questions are essential if they hook and hold the attention of your students” (2005, p. 109). With the posed essential questions students will be actively involved in their learning by doing. The strategies will involve hands on experiences, modeling, and working in small groups/pairs. Students will demonstrate their understanding when they can transfer their learning to solve different equations in various ways. “The best questions serve not only to promote understanding of the content of a unit on a particular topic; they also spark connections and promote transfer of ideas from one setting to other” (Wiggin & McTighe, 2005, p. 107).

How can one implement the use of technology to encourage multiplication skills? How can we make math curriculum more about exploration?

Reference

Wiggins, G. P., & McTighe, J. (2005). Essential questions: Doorways to understanding. In J. Houtz (Ed.) Understanding by Design (pp. 105-128). Alexandria, VA: ASCD. Retrieved from http://eds.b.ebscohost.com.postu.idm.oclc.org/eds/ebookviewer/ebook?sid=81e9b56c-9f5f-4833-be9d-632361d98b97%40pdc-v-sessmgr01&ppid=pp_105&vid=0&format=EB

Blog Post #1

Learning Profile Part 1

Learning Profile Part 2

Developing student learning profiles will help the educator determine student strengths, needs, and interest in order to support student learning. This will help determine effective strategies to support learners needs. Some students will need manipulatives, visual representation, or one on one instruction. “If students are to master a skill, they must be given immediate corrective feedback – constructive comments to help them improve their performance – during practice” (IRIS center, n.d.).

Creating lessons that students buy into by engaging students, providing choice, and visual representation will increase student understanding. Students will take ownership of their learning and educators should foster an environment that supports this. “Both the UbD and UDL instructional models require that educators develop teaching and learning contexts that can also be viewed as learning communities” (Wojcik, 2016, p. 2).

Some strengths to developing student learning profiles understanding students strengths, needs, and interests. Students will get the support the need from an educator who takes the time to understand what students need. Some limitations may be that it is a time consuming process, there may be scheduling conflicts, and extra support may be needed. Teachers may run into conflicts with finding classroom time to meet all students needs while also teaching required curriculum. This may lead to extra support for these students given by a coach, para, or other support personnel.

How do elementary teachers structure their classroom time for a UDL instructional model? What supports have been proven to be effective in an elementary classroom?

References:

Wojcik, J. (2016). Understanding by design and universal design: Instructional models for a variety of teaching and learning contexts . Post University.

IRIS Center, Peabody College, Vanderbilt University. (n.d.). Instructional Methods.