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ED5540 Practicum Edgar

Capella Proprietary and Confidential ShortDoc_Internal.doc Last updated: 1/8/2010 4:24 PM

Integrated Curriculum: A Place in the Classroom

by

Janice Edgar

ED5540 – Master's Practicum in Curriculum and Instruction

Capella University

Winter, 2009

Address: PO Box 1379

Marthasville, MO 63357 Phone: (636) 828-4053 Email:mrs.e.2006@gmail.com

Instructor: Adrienne Gibson

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ED5540 Practicum Edgar

Capella Proprietary and Confidential ShortDoc_Internal.doc Last updated: 1/8/2010 4:24 PM

Table of Contents

Introduction 3

Chapter 1: Site Supervisor 3

Chapter 2: Site Description 4

Chapter 3: Activity Log 5

Chapter 4: Stage One: Unit 3 (PO 1, 4, 12 11

Chapter 5: Stage Two: Units 4 and 7 (PO 5, 6, 7) 14

Chapter 6: Stage Three: Units 5 and 6 (PO 2, 3, 13) 19

Chapter 7: Collaboration: Peer Review (PO 10, 14) 23

Chapter 8: Leadership Reflections (PO 8, 9, 11) 25

Chapter 9: Career Planning and Interview Preparation 29

Chapter 10: Closing Reflections 31

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Introduction

Starting out at Capella, I already had a passion for developing curriculum. However, I was ill

equipped to handle the process of curriculum development effectively. My path at Capella has guided

me as I have learned backwards design based on Wiggins and McTighe’s UBD template, effective

researching strategies, and collaborative models that will enable me to gain peer feedback.

When I started my practicum experience, I knew the direction I wanted to go in was the one that lead

to an integrated curriculum. This method of delivery is the one that made the most sense to me in

providing a curriculum that is more meaningful for students. This practicum has really enabled me to

implement an integrated curriculum and see how it works and what changes must be made in my own

classroom.

Throughout the Eats Coast to West Coast learning unit students were exposed to health, math,

reading, science, social studies, and writing. They used technology to make travel decisions and track

information. In discussions with the students they discussed how their parents had done similar

activities when planning trips or looking for family vacations. They also were very aware of how all of

the activities, despite the content area, tied to real life. The students learned a lot about the United States

outside the context of a textbook and it was meaningful for them. If there were one thing I wanted to

really gain during this practicum, the meaningful learning would take first place.

Chapter 1: Site Supervisor Application

Site Supervisor’s Name: Janet Stambaugh

Site Supervisor’s School and District: Montgomery County RII

Website of School and District http://mc-wildcats.org

Site Supervisor’s Email Address jstambaugh@mc-wildcats.org

Site Supervisor’s Phone Number 573-564-2278

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MS/MA Degree (or highest degree) including college/university and degree title: Specialist in Superintendency

Licensure/certification/endorsement validation (scanned copy or website location): See attachment

Additional site supervisor additional professional biographical and qualifications that provide a rationale for your selection of this site supervisor.

Janet Stambaugh has been in education for 22 years, starting off as a board member before teaching from 1992-2000. She has served as the assistant superintendent and Curriculum and Instruction director for the Montgomery County R-II school district since 2000.

Chapter 2: Site Description Form

1) Your Information

Learner name: Janice Edgar

Site Supervisor: Janet Stambaugh

Capella Instructor: Adrienne Gibson

Quarter/Year: Winter 2009

2) School Information

School name: Bellflower Elementary

School location: Bellflower, MO

Teacher: Mrs. Edgar

Grade Level: Elementary X Middle School _ High School _ College __

3) Diverse learner needs:

This clinical will be conducted in a class of fourteen 5th grade students. There are three girls and eleven boys in the classroom, with all but one student of Caucasian descent. In this classroom, one student currently has an IEP for communication arts, there are approximately four students reading one to two grade levels below the fifth grade level. Two students currently take medication for attention deficit. There are three students in the class that are very high level in all content areas.

Diverse learner population needs:

Montgomery County is a rural agricultural district with many parents traveling to outside communities to find work. 32% of the businesses in Montgomery County are comprised of

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Manufacturing and Retail trade. The average median income is $23,349 with approximately 16% of our children living in poverty stricken homes. This is evident by the 47% of students enrolled in the free and reduced lunch program. Of the 105 students enrolled at Bellflower, 2.4% of the students are Asian or Black, 3.4% Hispanic, and 0.9% Native American. Even though we are making Annual Yearly Progress, the students from the minority groups do fall behind in annual assessment scores.

(b) Additional Factors

Are there additional factors or characteristics about the school site, school district, and classroom that you feel might be significant in your work? Please include them below.

In 2007 the principal at Bellflower Elementary started vertical teaming at our school. During these meetings we discuss data and how to increase achievement in our classrooms. Teachers often leave the teams with frustration from new tasks to complete. In our district, this year, 2008-2009, we have expanded our professional development to include more grade level meetings, focused collaboration sessions, and more focus on the differentiated learner. Many educators feel overwhelmed with the level of information they have access to and thus their motivation has become drained.

1) Data and Documentation:

What data, data analysis, and documentation are you providing to demonstrate improved student achievement as a result of this practicum (more detailed information provided in Stage 2 of the Practicum Framework).

Educators in the district reporting student data for the sole purpose of educational research and/or continued education need no permission as long as there is no student identification provided on data or artifacts.

For the purpose of this clinical I will assign a pseudo identity to any students who will be included. These identities will be used for the purpose of reporting accurate data. Data that will be collected is pre-assessment, quiz data throughout the unit, observations, inquiry-based journal responses, and rubric for project.

2) Permission to report student data. Check with you school administrator for guidelines on permission to report data.

If permission is required, how is permission obtained and stored?

Janet Stambaugh

jstambaugh@mc-wildcats.org

(573) 573-564-2278

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Chapter 3: ED5540 Practicum Activity Log

Program

Outcome

Events Estimated

Time for

Completion

Actual

Activity

Log in

dates,

hours

and/or

minutes

Events Estimated

Time for

Completion

Actual

Activity

Log is

dates,

hours

and/or

minutes

Comments

Enrich theory

and practice in

curriculum

and

instruction

Unit 3

Unit Cover Page

1 hour Possess a deep understanding of subject matter, its place within the discipline, and its connection to other disciplines. (PO1)

Stage 1: Essential questions

1 hour

Stage 1: Students know…’

1 hour Understand assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate. (PO 4)

Stage 1: Students will be able to do:

1 hour

Engage in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and strives for equity and fairness. (PO 12)

Establish Goals

1 hour

Develop, evaluate and research curriculum

Unit 4

Unit 7

Work as practitioner-

Stage 2: Align research-

2 hours 2 hours

7

scholars by applying current research and theory on content, pedagogy, child development and other education related topics for the improvement of instructional and leadership practices (PO5)

based assessment evidence to standards unpacked in Stage 1

Stage 2: What data will be used to determine performance evidence?

2 hours 2 hours Conduct classroom and/or school-based research to improve practice, programs and student outcomes. (PO 6)

Stage 2: What methodologies/validity will be used to report performance evidence?

2 hours 2 hours

Inform thinking, planning, and teaching with appropriate data and data-driven strategies. (PO 7)

Stage 2: Design performance tasks that will report assessment evidence

3 hours 2 hours

Instruct, design and assess

Unit 5 Unit 6

Utilize multiple instructional models, resources, management, and pedagogical strategies to meet the needs of and engage diverse learners. (PO

Stage 2: Plan learning activities based on differentiated learning.

2 hours 4 hours

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2)

Apply knowledge, skills, and attributes needed to provide equitable, inclusive schools in which all students have the opportunity and encouragement to reach their potential. (PO 3)

Stage 3: Analyze the learning activities to based on WHERETO

2 hours 4 hours

Use technology effectively to improve instruction, student learning, productivity, and professional practice. (PO 13)

Stage 3; Use a curriculum map to integrate technology in the learning plan.

2 hours 4 hours

Collaborate for the improvement of curriculum and instruction

Unit 8

Engage in reflective practice for continuous professional growth and improvement of instructional and leadership practices. (PO 10)

Peer Review: Individual review (p. 247, McTighe & Wiggins, 2004)

1 hour

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Initiate and participate in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs, and to enhance professional growth. (PO14)

Peer Review: Group Review (p. 248)

1 hour

Lead in curriculum and instruction

Unit 9

Apply standards of ethical leadership and management, including knowledge, dispositions, and performances, in classrooms, schools, districts, and communities. (PO 8)

Analyze knowledge, dispositions and performances that have contributed to your understanding of curriculum and instruction.

1 hour

Understand the attributes and skills necessary to lead and manage schools as complex, adaptive systems. (PO 9)

Analyze your role as curriculum leader in your classroom, school and district.

1 hour

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Write clearly and communicate effectively with educational constituents in a variety of ways appropriate to purpose and context. (PO 11)

Prepare final report to stakeholders

1 hour

Total Hours

25 hours 20 hours

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Chapter 4

Unit Cover Page

Unit Title: Fifty States: From the East Coast to West Coast Grade Levels: 5th grade_____ Subject/Topic Areas: Social Studies/Math/Science/Language Arts_______________ Key Words: state, city, landmarks, geographic regions, economy, county, town_________ Designed by: Janice Edgar______________________ Time Frame: 4 weeks________

School District: Montgomery County R-II ____________ School: Bellflower Elementary_

Unit Design Status: □ Completed template pages—Stages 1, 2,

and 3

□ Completed blueprint for each performance task □ Completed Rubrics

□ Directions to students and teachers □ Materials and resources

listed

□ Suggested accommodations □ Suggested extensions

Status: □ Initial draft (Date: ________________) □ Revised draft (Date: _____________)

□ Peer reviewed □ Content reviewed □ Field tested □ Validated □

Brief Summary of Unit (Including curricular context and unit goals):

In this integrated state unit, students will race from a starting location on the east coast

of the United States to a location on or off the West coast of the United States discovering

geography, economics, distance, and weather patterns. Students will also evaluate healthy

eating choices as they select meals along their journey. They will keep a log of their

journey.

In their culminating performance task, the students will create a scrapbook that includes

printed information about landmarks, geographic features, weather conditions, and the

economy of visited locations. Students will also include a food pyramid and list how well

they maintained healthy eating habits. Students will use their scrapbooks to write a

persuasive essay to recommend a selected location for a special school fieldtrip that aligns

with state standards and the district wellness policy.

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Established Goals:

Social Studies:

SS.5.A. Use geographic research sources to acquire information and answer questions SS.5.B. Locate states and major topographic features of the United States SS.5.C. Identify human characteristics, such as people’s education, language, diversity, economies, religions, settlement patterns, ethnic background and political system SS.5.F. Identify different kinds of regions in the United States Communication Arts:

CA.W.1.A. Follow a writing process to organize information in a graphic organizer and apply writing process to write effectively in various forms and types of writing CA.W.3.C. Write expository and persuasive paragraphs (emphasizing compare/contrast) with an effective topic sentence or a point to prove, three or more supporting sentences, and a concluding sentence

Health:

H.M.2.B. Use the MyPyramid.gov website to construct a balanced menu H.M.2.B: describe and assess the relationship of family preferences and culture to food choices Math:

M.M.1.A: identify and justify the unit of measure for area (customary and metric) M.M.1.C: solve problems involving elapsed time (hours)

What Understandings are desired?

STAGE 1 – Identify Desired Results

G

Students will understand that…

U

• geography, climate, and natural resources determine the industry and recreation

in the different regions of the United States

• weather patterns affect travel arrangements and recreation in each state

• as people travel their eating choices become more unhealthy according to the food pyramid

• mileage, like other forms of measurement, needs to be calculated accurately

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What Essential Questions will be considered?

What key knowledge and skills will students acquire as a result of this unit?

Q

• How does geography, climate and natural resources effect the way groups of

people meet their basic needs and influence their culture across different regions of the United States?

• How does geography, climate and natural resources effect the way groups of people choose a state to visit or live in?

• How do weather patterns help us describe and understand the difference in state environments?

• How does travel, affect how well people choose to follow the food pyramid?

• What are some effective methods for tracking mileage from location to location?

Students will know…

K

• how to navigate a map and other

geographic resources

• how to use internet resources to locate weather conditions from all fifty states

• history of landmarks across the great states

• cultural differences among states, particularly the east coast in comparison to the west coast.

Students will be able to…

S

• Convert kilometers to mileage

• track weather patterns as they move across the United states

• select appropriate transportation

• develop a plan of action for healthy eating choices during the journey

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T

Chapter 5

What evidence will show that students understand?

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

Student Self-Assessment and Reflection:

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks* (summary in GRASPS form): State Scrapbooks: Students have been provided with a great opportunity this year. They have been asked to select a state for the class field trip. Along the way, they must create a scrapbook as they travel to different states on their journey from the east coast to the west coast. The goal of each team of students is to get from Virginia to Hawaii in the shortest amount of time, spending the least amount of money, and making healthy choices. This scrapbook will serve as a visual tool when your present your selected location to the school board for approval. Keep in mind; you will need to persuade the board that your selection is the best choice Board Persuasion – Using state scrapbooks, students will create an argument as to why their selected state is the best choice for a class field trip.

Assessment: Anticipation/Reaction Guide

OE

Prompt: The fifty states are unique and offer excellent opportunities for fifth grade students to explore and learn but why is your location is the best choice for the field trip? Skill Check: Map and region quizzes

1. Self-assess the scrapbook 2. Self-assess healthy eating habits based on menu and food choices along the

journey 3. Reflect: To what extent did you learn about the various states as you journeyed

from the east coast to the west coast. 4. Self and Group asses - Did I work cooperatively with all team members? 5. weekly feedback form

SA

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Performance Task Blueprint What understandings and goals will be assessed through this task?

What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that stadards are met?

Through what authentic performance task will students demonstrate understanding?

What student products and performances will provide evidence of desired outcomes?

What student products and performances will provide evidence of desired

State Scrapbooks: Students will evaluate various resources based on states visited, transportation methods, and nutritional value of vacation diet.

Students will demonstrate understanding of state geography, history, and economy by traveling from the east coast to the west coast following a planned agenda, transportation policies, and the school wellness plan.

Board Persuasion – Students will demonstrate understanding of persuasion techniques.

• realistic

• accurate mileage (conversions where necessary)

• align food choices with USDA food pyramid

• clear focus/thesis

• supporting details

• firm opinion

• strong closing statement

• Scrapbook has all required elements, including journals/notes about specific locations

• Scrapbook meets all state standards addressed on rubric

• persuasive essay has a clear focus statement

• essay has examples of real life experiences/research/statistics

• conclusion summarizes the main points

• essay states a firm opinion

State scrapbooks with artifacts, maps, and menus

Persuasive essay/presentation

G

T

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The Fifty States: From the East Coast to West Coast

Student’s Name: ______________________________ Date: ______

Fair

1

Good

2

Excellent

3

Superior

4

Score

Requirements/

Accuracy

The following components are 50% accurate and 50% complete:

• trip itinerary w/ landmarks visited

• modes of transportation w/ cost sheet

• meal logs w/ USDA references

The following components are 75% accurate and 75% complete:

• trip itinerary w/ landmarks visited

• modes of transportation w/ cost sheet

• meal logs w/ USDA references

The following components are 90% accurate and 90% complete:

• trip itinerary w/ landmarks visited

• modes of transportation w/ cost sheet

• meal logs w/ USDA references

The following components are 100% accurate and 100% complete:

• trip itinerary w/ landmarks visited

• modes of transportation w/ cost sheet

• meal logs w/ USDA references

/4 Presentation Use of font, color,

graphics, effects etc. but these often distract from the presentation content.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation to the scrapbook.

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation of the scrapbook.

/4 Organization There was no clear

or logical organizational structure, just lots of facts.

Content is logically organized for the most part.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is well organized using headings or bulleted lists to group related material.

/4 Originality Presentation is a

repeat of other people's ideas and/or graphics and shows very little attempt at original thought.

Presentation shows an attempt at originality and inventiveness on a few pages.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

/4

Teacher Comments: Score:____/16

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The Fifty States: From the East Coast to West Coast

Persuasive Essay

Student’s Name: ____________________________________ Date: _________

Teacher comments:

Fair

1

Good

2

Excellent

3

Superior

4

Points

Earned

Information

synthesized from

several different

sources

Does not use any of the information from collected data or scrapbook

Uses very little data collected or scrapbook to support opinion

Uses and synthesizes a some data or facts from scrapbook to support opinion

Uses and synthesizes collected data and scrapbook to support opinion

/4 States details to

support opinion Does not give any details

Gives only one detail to support opinion

Gives two details to support opinion

Gives three or more details to support opinion

/4

Well organized Lacks topic sentences and has no logical sequence

Essay has only one topic sentence and its sequence is confusing

Essay includes some topic sentences and is sequential

Clearly stated topic sentences and follows a logical sequence

/4

Clear and

understandable Very difficult to follow

Somewhat difficult to follow and understand

Relatively easy to understand

Easy to read and information follows logically

/4

Correct spelling and

grammar Frequent spelling and grammar errors

A few spelling and grammar errors

One or two spelling and/or grammar errors

All spelling and grammar are accurate

/4

Score:____/20

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The Fifty States: From the East Coast to West Coast

Journal Rubric

Student’s Name: ____________________________________ Date: _________________

Teacher comments:

Fair

1

Good

2

Excellent

3

Superior

4

Points

Earned

Content Select items and details that are not important or relevant.

Select items and details that discuss the activities for the week, but they not be very important.

Selected items that are important in discussing the activities for the week; the details help the reader see things about the items in interesting ways.

Selected items that are important and help make content interesting; the details focus on the most important information. Choices help the reader see things in a new way.

/4

Well organized Journal entry lacks logical order and organization.

Journal entry is somewhat illogical and confusing in places

Journal entry is generally logical and effective with a few minor problems.

Journal entry is logical and effective.

/4

Effort Fulfills few of the requirements of the assignment.

Fulfills some of the requirements of the assignment.

Fulfills all of the requirements of the assignment.

Exceeds the requirements of the assignment and have put care and effort into the process.

/4

Correct spelling and

grammar Frequent spelling and grammar errors

A few spelling and grammar errors

One or two spelling and/or grammar errors

All spelling and grammar are accurate

/4

Score:____/16

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Chapter 6

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements:

1. Students will be given a pre-assessment in the form of an anticipation/reaction guide. (W)

2. Read the Scrambled States of America and have students work with a partner to complete a state puzzle. As they work on putting the puzzle together they should be discussing why they think certain states belong where they do or why they do not fit. (H,E)

3. Introduce the essential questions and discuss the culminating unit, Complete with theme, expectations and evaluation tools. (W)

4. Show and discuss regions of the United States video library. Discuss similarities and differences between each state within a given region. Discuss how each region is unique? (E)

5. Divide class into two teams to prepare for the thematic race across the United States on the journey from the east Coast to the West Coast. Allow them to create a team name and a logo for their team. (E, T)

6. Pass out group folders and discuss forms required throughout the project: State information form ( http://www.ipl.org/youth/stateknow/popchart.html ), budget sheet, lodging and transportation arrangements, landmarks visited, and food arrangements (grocery receipt or restaurant receipt). (W, E)

7. Groups meet and plan their journey. They will have a transportation team, a finance team, and a lodging team. These teams will meet daily to discuss location, expenditures, and all related experiences. (R)

8. Students will individually keep artifacts and records of travel, landmarks visited, restaurant menus, and pictures from the states visited. (E, T)

9. Students participate in a peer review of scrapbooks based on checklist of required components. (R, E-2)

10. Students listen to and participate in a discussion about healthy eating choices by the teacher or the nutrition (E)

11. Students participate in a menu evaluation in their team to determine food choices and their placement on the food pyramid. They analyze the diet for one day. Then, they will be partnered with a member on the opposite team to compare healthy eating habits. As a whole group we will create a T-Chart demonstrating which team fulfilled the recommended daily intake based on the USDA food pyramid. (R, E-2)

12. Individually students select one of their favorite states to plan a school field trip to, completing a graphic organizer listing supporting details for their selected state. (E, T, O)

13. Students create a persuasive plan of action to present their selected states to the school board. (E-2,T, O)

14. Students are given back their pre-assessment to complete the reaction portion of the sheet. (W, E, R)

15. Conclude the unit with a student reflection sheet about the culminating unit that will

be place in each student’s individual portfolio. (R, E-2)

L

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Monday

1. Give Students the pre-assessment to complete.

2. Read the Scrambled States of America aloud.

3. Students will work with a partner and complete a state puzzle.

4. Introduce essential questions and key components of unit.

5. Start Showing Regions of US movies

6. Divide students into teams and provide time for them to select a name and logo

7. Teams select individual committees for tasks to be completed.

(W,H,E,T)

Tuesday

8. Teams and plot their journey on a map.

9. Following a Jig Saw model, students will break out into their committees and focus on their task (Transportation, recreation, lodging, and meals).

(E, R)

Wednesday

10. Individually, students should start finding artifacts from the states visited using online and print resources. Students will start creating a scrapbook for their journey.

11. At the end of the lesson, students will meet with a peer and evaluate the components of the scrapbook using a checklist.

(E,T, R, E-2)

Thursday

12. Guest speaker will present on the importance of healthy eating habits when on vacation.

13. Then students will meet with their team and evaluate their eating choices by completing a food pyramid organizer.

14. Reconvene and develop a chart that compares the nutritional intake of both teams.

15. Homework: Students start working on their persuasive map.

(E, R, E-2, T, O)

Friday

16. During Social Studies and writing time, students will start drafting their persuasive state report.

17. Post-assessment is given

18. Students work with a partner to discuss elements of the whole project that they liked and disliked.

19. Then, students will write a reflection on the project. (W, E, R, E-2, T, 0)

Key

W Where is the work headed?

H Hook (engaging students)

E Explore and Equip

R Rethink and Revise

E-2 Evaluate Understanding

T Tailor (personalize)

O Organization (sequence of learning)

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Unit Reflection

Winston Churchill once said, “I am always ready to learn, but I do not always like being

taught.” This is a true statement of most students in today’s classroom. Therefore, as an educator

I have sought ways to encourage the students to gain motivation for learning and ownership for

their knowledge.

As with any new unit, I first assessed the former knowledge of my students on the fifty states.

I gave the students an anticipation guide to complete. From this information, I was able to get a

bigger picture of what direction the students needed to move in throughout the unit. I have

created opportunities for students to tailor their artifacts more to their individual desires and

learning styles. Finally, I have given the students opportunity for self-assessment throughout the

unit.

When I reflect on program outcome two, educational leaders utilize multiple instructional

models resources, management and pedagogical strategies to meet the needs of and engage

diverse learners, I see definite areas met and even a few where I could work on improvement. The

integrated unit I have developed takes into account individual learning, cooperative learning, and

teacher directed learning. It also provides am opportunity for technology integration.

I have grown stronger in the area of integrated curriculum by learning how to better align the

content areas with a central theme that is more authentic for the students. However, developing

essential questions for integrated units is a more complex task when it comes to connecting all the

content areas and meeting the needs of diverse learners.

When I reflect on program outcome three, educational leaders apply knowledge, skills, and

attributes needed to provide equitable, inclusive schools in which all students have the

opportunity and encouragement to reach their potential, I can address the whereto elements that

are part of my state unit. As I reviewed my unit, I felt like I had a good balance of the whereto

elements and that all elements were addressed within the unit.

22

When I reflect on program outcome thirteen, educational leaders use technology effectively to

improve instruction, student learning, productivity, and professional practice, I can honestly say

that I have met this outcome with my state unit. Throughout this unit, the students are connected

to other fifth grade classes in the United States as part of the Great Race. Students use forms

online to keep track of mileage, forms of transportation, budget, and meals.

As I finish my masters program, I am certain I have learned much about curriculum and

instruction. I have learned how to improve integrated curriculum through various courses and

resources. According to the article Weaving the Tapestry, “the most important component (of an

integrated curriculum) is creating meaningful, authentic learning experiences for the children.”

(2008) As I have grown throughout my tenure at Capella, I have also grown in my understanding

of providing a more meaningful, authentic learning environment for all my students.

Resources:

Bonnie Hurless, Susan B Gittings. (2008). Weaving the Tapestry: A First Grade Teacher

Integrates Teaching and Learning. YC Young Children, 63(2), 40-43,45-46.

Retrieved February 17, 2009, from ProQuest Education Journals database.

(Document ID: 1533141841).

23

Chapter 7

Individual Review Form: Self-Evaluation Design Standards Strengths Weaknesses

To What extent does the

design:

- Focus on the Big

Ideas of targeted

content?

- Frame the Big

ideas around

Essential

Questions?

- The essential questions are higher-level thinking skills.

- The focus on this unit is connected to the real world.

- The established goals are appropriate for the curriculum standards and objectives identified in all curriculum areas.

Essential questions need to be more connected for the big idea.

To what extent do the

assessments provide:

- valid, reliable

and sufficient

measures of the

desired results?

- The assessments used identify any areas that may need more attention.

- Rubrics are used so students that informed students of expectations.

Rubric needs to be based on state standards to efficiently identify if standards are being met.

To what extent is the

learning plan effective

and engaging?

- The HOOK activity is effective and engaging with literature and hands on activity working with puzzles.

- This unit offers many opportunities for students to work collaboratively with each other to provide a more effective learning environment for all levels of learners.

- Technology brought real world experiences to the students.

- Instruction plan is well organized

Needs a more focused essential question for each integrated subject area.

To what extent is the entire

unit coherent with the elements of all three

stages aligned?

- This unit is coherent and aligned adequately to the established goals. It is grade level appropriate and follows state standards in all curriculum areas present in unit. The unit integrates math, social studies, science, and writing skills. Technology is an important resource as students engage in real life activities for travel.

Extend the timeframe of the unit for more effectiveness.

24

Peer Review of Janice Edgar UbD Unit- Fifty States: From the East Coast to West Coast

Pam Edenfield-ED 5540

Design standards Strengths Weaknesses Suggestions

To what extent does the

design:

1. focus on the big ideas of targeted content?

2. Frame the big ideas around essential questions?

• Great integration of subject areas.

• Excellent use of critical thinking skills and transfer of knowledge across each subject.

•Not all essential questions seem to relate to the standards.

• Add an additional essential question or two (ie. What factors make a state an ideal place for 5th grade class to visit?-this would sort of tie it all together)

To what extent do the

assessments provide valid, reliable, and sufficient measures of the desired results?

• Rubrics provide measureable results.

• Assessments provide opportunity to put new knowledge into action and create a meaningful project.

• Assessments focus on writing skills and do not appear to address the math and weather portion of your unit.

Increase the value of the content portion of your rubrics. Much of the score is based on its “looks” rather than the answers to your essential questions. By focusing the majority of points on substance rather than appearance students remain focused on your objectives.

To what extent is the

learning plan effective and engaging?

• Wonderful variety of activities and use of cooperative learning.

• Technology opportunities are available for students.

• None Can you tie the health of a region’s citizens to the regional food choices and work to create healthier choices? It might be fun to create a recipe using regional foods that offers a healthier alternative to its current standard (I’m thinking fried chicken, macaroni/cheese, all those things we eat in the South that make us have the highest obesity rate).

To what extent is the

entire unit coherent, with the elements of all three stages aligned?

• This unit was consistent with all elements of the three stages designed in the UBD.

•None

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Chapter 8: Leadership Reflections

Reflection on Ethical Leadership and Management

Program outcome 8 states that, “educational leaders apply standards of ethical leadership and

management including knowledge, dispositions, and performances in classrooms, schools,

districts, and communities.” Reflecting on this program outcome and the work I have completed

at Capella University is quite eye opening. While leadership and management are not limited to

the classroom, it is certainly a great place to start analyzing.

I started my program at Capella in January of 2007, which was my first year as a classroom

teacher. Now that I look back on everything, I have learned, throughout all of my courses at

Capella, I have progressed in the area of classroom management. One of the most memorable

lessons during my tenure at Capella was my mini-intervention I created during my classroom

management course. This helped me evaluate my own practices in the area of classroom

management, in particular whole group management.

More importantly, I have grown in all of my leadership skills since that time. Now as a third

year teacher, I lead my grade level team and I am an academic coach for grades K-8. On page

110, in Developing the Curriculum (2005), Olivia lists the traits of leaders. The list includes,

“intelligent, experienced, assertive, articulate, innovative, dynamic, and charismatic” As I think

about the new ways I have began to lead in my own school district I reflect on those traits. The

one trait that really allows me to stand out the most as a leader in my district is the fact that, while

I am all of the items on the list, I am highly innovative.

As I wrap up my masters program, I have set some future goals for myself to improve more on

leadership skills. I will be continuing my education and working on a PhD in educational

administration. I feel that growth in all of these areas will help me grow as a professional,

whether I go on to be an administrator or stay in the classroom. Being a leader is essential in the

classroom because as a teacher you serve as a role model. I want my students to become leaders;

therefore, I demonstrate ethical leadership everyday.

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Reflections on Complex, Adaptive Systems

Program outcome 9 states, “Educational leaders understand the attributes and skills necessary

to lead and manage schools as complex, adaptive systems.” When I think about my work as a

leader throughout the design process of my UbD framework, I feel confident in my abilities as a

leader in various roles.

Being a curriculum leader, according to Olivia (2005), means that you “…have a good

knowledge both general and specific curricula, be knowledgeable about resources for curriculum

development…” Therefore, as I reflect on my UbD framework I can address these two skills.

First, when I started developing my unit I thought in detail about the curriculum I had and what

curriculum I wanted to implement based on my grade level expectations. Second, I took the time

to seek out resources to assist in my learning unit. Such as the Great Race, a virtual contest

between fifth grade classes across the nation to implement a technology component into my

learning unit.

This obviously is not the only role I have taken during this unit as I also was in the role as

teacher. A teacher is always a leader in his or her own classroom in management and in

instruction. Often times I think a teacher forgets the role he or she has in the process of

curriculum development. During the course project, I initiated a proposal and carried it out in my

classroom on integrated curriculum. I collected student work samples to serve as data, evaluated

resources relevant to integrated resources, and obtained feedback from students regarding the

overall unit.

I am fortunate that I work for a district that is supportive of new research and design. Because

of this, I did not encounter any complexities at this point. I would like to present this unit to my

grade level team and gain more feedback on this unit from the grade level perspective. I think it

would be great to see the team engaged in this unit in their own classrooms. However, I feel that

the reluctance of some to change, whether from external pressure or lack of knowledge about

integrated curriculum, would be an obstacle of this unit of study.

Being an educational leader is much more than leading a classroom. It is standing up for what

is best for the students and the school. Being an educational leader means stepping outside of the

box, learning new skills, research, and strategies to increase student achievement in all areas. It

means making an effort to present your ideas, provide data, and work as a team with other

educators to improve the curriculum and instruction.

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Reflections on Critical Thinking

Program outcome 11 states that, “educational leaders engage in thinking, analysis, and

problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and

strives for equity and fairness.” As an educator, I believe that it takes a team to really delve into

problem solving and find a doable solution. However, teams do need a leader to start the thought

process.

As I think about the changes that need to be made in the school and the district I have to think

about the role I must play in that change. One of the biggest obstacles for us in our district is the

external pressure from the state assessment. During the 2007-2008 school year our district did not

meet annual yearly progress (AYP) in the area of 3-5 mathematics. This data is used to create

smart goals that can possibly increase student achievement. However, as a classroom teacher, I

would like to see a focus being on how to integrate the curriculum to make learning more

meaningful to the students. My current administrator and I have discussed a possible way to

implement integrated curriculum and standards-based, thematic objective sheets for quarterly

assessment. I would like to continue this design and present it to the curriculum director and the

fifth grade level team.

Another barrier that seems to stand out in the district is the lack of experience or knowledge

about a particular curricular problem. Two problems that seem to consistently present roadblocks

to teachers in our district are technology and curriculum integration. The first is technology.

While many teachers in the district are starting to step outside of their comfort zone, technology

integration seems to be a challenge. I have been working on eMINTS certification for the last two

years and have found that I can be a useful resource to educator’s in my school and district. In

fact, I initiated the purchase of two SMARTBoards by our school PTO this year and now there is

the availability and more technology integration in all grade levels in our building.

The second roadblock is curriculum integration. The fact is that most teachers just do not

know where to begin when integrating curriculum. As part of my tenure at Capella and my

eMINTS training, I have been exposed to curriculum development and integration. I have learned

that essential questions help tie the curriculum together to make it more meaningful. I would like

to present a quarterly plan to my grade level team that we can work on together and implement in

the coming school year. I would also like to share with them and other teachers in the district how

to integrate the different content areas through specific and connected essential questions.

In conclusion, communication is the key. Before a team can begin the problem solving process

they have identify the problem and set goals. No matter what district an educator is in there will

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always be barriers. However, educators can move past those barriers if they are willing to educate

themselves and communicate with their team.

Resources:

Olivia, Peter F. (2005). Developing the Curriculum. Boston, MA: Pearson Education, Inc.

Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.)

Alexandria, VA: Association for Supervision and Curriculum Development.

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Chapter 9: Career Planning and Interview Prep

Introduction:

I looked over various interview questions for educators. I remember quite a few of them

from my own personal experience prior to obtaining my current position. As I ventured

into this assignment, I wanted to make it meaningful for me by connecting the questions

to program outcomes. I also wanted to tackle some of the more challenging questions for

myself as far as being an interviewee goes.

Capella has offered me many opportunities to create artifacts for my professional

portfolio that will enable me to demonstrate my professional abilities. Connecting the

artifacts to each program outcome, although challenging, has been very beneficial for me

as a reflective practitioner.

Questions for interview

1. Describe your philosophy of teaching?

a) Program Outcome Number 15: Philosophy of education b) Evidence: ED5533 Vision and Philosophy

2. How can you make your teaching connect to students’ real-world experiences?

a) Program Outcome 2: Educational leaders utilize multiple instructional models, resources, management and pedagogical strategies to meet the needs of and engage diverse learners.

b) Evidence: Practicum Project

3. How would you create a behavior modification for a student with ongoing behavior problems?

a) Program Outcome Number 3: Apply knowledge, skills, and attributes needed to provide equitable, inclusive schools in which all students have the opportunity and encouragement to reach their potential

b) Evidence: ED5503 Mini-Intervention

4. How do you measure student performance in your classroom?

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a) Program Outcome Number 6: Conduct classroom and/or school-based research to improve practice, programs and student outcomes

b) Evidence: 5. How will you integrate technology into the curriculum?

a) Program Outcome Number 13: Use technology effectively to improve instruction, student learning, productivity, and professional practice

b) Evidence: State Unit and PowerPoint

6. How do you make sure you are teaching to the state standards?

a) Program Outcome Number 4: Educational leaders understand assessment-driven, standards-based curriculum and instruction that is age and developmentally appropriate.

b) Evidence: Curriculum Maps, UbD units of study 7. What will you do to engage parents? How will you get them actively involved in

their child’s education?

a) Program Outcome Number 14: Initiate and participate in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs, and to enhance professional growth

b) Evidence: Classroom Website 8. How have you divided large amounts of material to be covered?

a) Program outcome: Subject Matter - Educational leaders possess a deep understanding of subject matter, its place within the discipline, and its connection to other disciplines.

b) Evidence: Science Curriculum Map

9. What are educational issues or trends affecting elementary teaching?

a) Program outcome Number 5: Educational leaders work as practitioner-scholars by applying current research and theory on content, pedagogy, child development and other education related topics to the improvement of instructional and leadership practices.

b) Evidence: Action Research in Spelling, Action Research in Science

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10. How would your team members describe your role in the collaboration process?

a) Program Outcome Number 14: Initiate and participate in communities of practice and other collaborations with education professionals, parents, and community members to mobilize resources to best meet student needs, and to enhance professional growth b) Evidence: Peer Review

References: Questions retrieved from http://roadtoteaching.com/teacher-interview-questions/ on March 1, 2009 Questions retrieved from http://www.lesley.edu/services/crc/interviewforteachers.html on February 25, 2009

Conclusion

My practicum experience, like my entire Capella experience, has changed my thinking

about how curriculum is developed. Before Capella, I just started instruction without

thinking about the product. Now, thanks to backwards design (UbD) I think about what I

want the students to accomplish and then I think how will they get there. This is more

beneficial for the students and for me as an educator.

My practicum experience has been very rewarding in connecting all of my courses at

Capella. Being able to reflect on the program outcomes has given me a deeper

understanding of my role as teacher-leader and as curriculum designer. As I journey

ahead into the future I know I will be able to apply what I have learned throughout the

entire program of Capella and especially my practicum experience.