1. Curriculum UnitsSEC 450 Cindy Barnes June, 2016

2. Curriculum Units Start with your Standards • My first year teaching I was overwhelmed looking at all of my standards. The task is to figure out how to group them and put them in a sensible order (sequence). • Whether in textbooks or in teacher-led instruction, information is easier to learn in a sequence of ideas or events that makes sense and the relationships among ideas are made apparent (scaffolding).

3. Print your Standards • First and foremost I started with my standards. I cut them and laid them out on the kitchen table so I can really see what I had to teach.

4. Then I started to group the standards which became my units (scope). Then I put those groups into an order for the entire year (sequence). Scope & sequence = Scope is the year long curriculum and sequence is the order to teach certain concepts.

5. Business IScope & Sequence • Career Preparation - choosing a career, create a resume, apply for a job, create a power point on career choice. • Personal Finance – Learn Excel, set up a budget, checkbook and car payment spreadsheets. • Communication - Communicate in a clear, complete, concise, correct, and courteous manner on personal and professional levels. • Management - Analyze management theories and their application within the business environment • Marketing - Analyze the elements of the marketing mix, their interrelationships, and how they are used in the marketing process. • Business Law - Describe the major types of business organizations, including sole proprietorships, partnerships, corporations, and limited liability companies. • Entrepreneurship - Recognize that entrepreneurs possess unique characteristics and evaluate the degree to which one possesses those characteristics.

6. What will it look like for my students to master the learning goals (standards)? Without this clear vision of where you are going, you will be unable to effectively organize your instruction. I took my first unit of Career Preparation and all of associated standards. From those standards I started developing my measurable objectives directly from those standards. (Hint: if measurable that is the start of developing my assessment). Create your Vision

7. Chances are you want to start working on those fun activities, but you can’t just yet. You need to start creating your formative and summative assessments which will be the evidence of meeting those objectives. I started my list and regularly went back to my unit plan to add and fine tune as I created my lesson plans. Create Assessments

8. Sample Bloom’s Unit

9. More on Assessments Assessments need to support the intellectual, social and physical development of the student by providing teachers with the data needed in order to know where students are intellectually, socially, physically and even emotionally.

10. Physical Development Focus on the student’s brain, motor skills and coordination. This pathway also focuses on student ability to be empathetic and to appreciate differences in people Assessments can support physical development by allowing students to learn who they are themselves. Knowing one’s own strengths and weaknesses can help better prepare them during their academic career to fine tune what needs to be taken care of to better enhance their skills. For example, if a student learns that he/she is not a great listener, if this is brought to their attention via assessment, perhaps they will become more aware of their physical presence in a classroom, giving them the better skills needed to succeed during the next lesson (Popham, 2003).

11. Social assessment focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation and modeling. Learning in particular has endless possibilities in the ways we can utilize group work within the classroom. Some concrete examples include: students creating quizzes or group projects. An example of this would be to get students into small groups and give each group a small segment of your lecture material. Ask each group to prepare a short quiz on their assigned segment. You can then have each team quiz the other groups, or collect the quizzes and give each student a package of all the quizzes and allow the student to use them as study material. This method will only be truly useful for the students if you go over the questions and provide the proper answers (Darling, Orcutt,Chuengn.d.) . Social Development

12. Intellectual Development Assessment supports the intellectual development of the learner by providing teachers with the data information needed in order to develop student ability to generalize, manipulate and act on their environment and learn from it. Assessments will help the teacher to know how each individual student learns and where they are in each of these areas developmentally. Intelligence assessment is a mental ability that involves many different types of abilities such as verbal or language abilities, visualization skills, spatial skills, short term memory, quantitative skills, and processing speed skills. The assessment supports the learner’s emotional intelligence by teaching them to recognize and understand their own and others emotions, how to express their emotions and how to deal with frustration. This can enhance well being and create positive outcomes, but teachers first need to identify where you need to improve. It is also beneficial to identify the strengths because these can provide the energy to change (Bain, 2003).

13. Lesson Plans With my measurable objectives and assessments in place I can start making my lesson plans. The EEI lesson plan has the following elements to be completed showing in detail of how the students will reach the objectives. Heading includes a summary Standards Differentiated Instruction Objectives Anticipatory Set Teaching Lesson/Model Guided Practice Independent Practice Closure Assessment Instructional Materials Resources

14. References Bain, K. (2004). What the best college teachers do. Harvard University Press. Retrieved from http://www.assessment.uconn.edu/why/index.html Darling-Hammond, L., Orcutt, S., & Chueng, M. ( n.d.) Learning as we grow: Development and learning. The Learning Classroom: Session 2. Stanfo University School of Education. Retrieved from http://www.learner.org/courses/learningclassroom/support/02_dev_print.pdf Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: ASCD. Salyers, F. & McKee, C. (n.d.) The Young Adolescent Learner. http://www.learner.org/workshops/middlewriting/images/pdf/W1ReadAdLearn.pdf