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Guidelines for Successful Curriculum Project Completion in School Groups

This project requires participants to collaborate in two groups—school and district—to build a comprehensive curriculum from scratch. All submissions must be typed, and originality is crucial; plagiarism will result in a zero grade and a judicial referral. Time management, attention to detail, and effective communication are essential. Group members should work together outside class and address conflicts constructively. Each group will focus on a specific district and its contextual characteristics. Please refer to provided resources for district and school information.

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Guidelines for Successful Curriculum Project Completion in School Groups

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Presentation Transcript

  1. Curriculum Project Before beginning…

  2. About the Project • Each person will be a member of two groups, a school and district group. • All portions of the project must be typed, hand written submissions will not be accepted. • Do your own work, recycling or lifting work from the internet or other curriculums will result in a zero for the entire assignment and a referral to judicial affairs. Cite all sources.

  3. Advise/Guidelines • This project is a huge undertaking, building an entire curriculum from the ground up takes time. Therefore, budget your time wisely. • Typically in a school you will be updating your curriculum. • You will need to work together outside of class or delegate tasks to group members • You will be given time to work on most steps in class. However, this is not to say each step will be completed in class. • Attention to detail – be mindful of the specific requirements of each step. • If possible, have one group member bring a laptop with internet access.

  4. Advise/Guidelines • Compromise • Don’t be a curriculum bully! • Work within the contextual characteristics of your school district • If concerns arise, be sure to address them early in a constructive manner. This includes a group member not contributing fairly to the overall project • If this is a problem, different grades will be assigned

  5. Feedback from past semesters

  6. Groupings • Two school districts • I will split the class into two school districts • One district must be a DRG D and the other must be a DRG I. • What are DRG’s? http://www.csde.state.ct.us/public/cedar/edfacts/drgs.htm • School district list • http://www.csde.state.ct.us/public/der/ssp/dist0506/district.htm

  7. Groupings • Six schools • Now break your district into an elementary, middle, and high school group. • Pick a school level your are most interested in or would like to learn more about, preferably not a school level with which you are already knowledgeable. • The district you select must have at least one elementary, middle, and high school. • http://www.csde.state.ct.us/public/der/ssp/SCH0506/SCHOOL.HTM

  8. Step 1 – Contextual Characteristics • What are contextual characteristics • Example from student teaching portfolio • Why are they important • Instructor example from IHS • Step 1 file

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