The purpose of curriculum is to develop student understanding and ability to apply knowledge to concepts.
If I understand the “Backward Design” approach correctly, it is the approach taken in many classrooms today. A “Common Assessment” has been created in advance that becomes the guide to what students should be learning in the classroom, demonstrates how students can apply knowledge and skills, and a helps the teacher make decisions on activities and accommodations that will help students become successful.
As a special education teacher, designing curriculum is minimum in regarding the content for Geometry, but developing strategies and accommodations is where my knowledge begins. In my classes, I use hands on activities, repetitive and guided practices, visual, written and verbal prompts and cues. I give several informal assessments weekly including; bellringers that are from previous lessons and exit slips from the daily lesson, quizzes, wipe boards, thumbs up, “paper wad fights”, post-it notes. My learning targets and objectives are similar to with the regular education teachers; however they are adapted to fit the needs and understanding of students with special needs. I use the common assessment as a guide to what my students need to be learning and assess if the understood the content. I use the data from the common assessments to make decisions on reteaching or continuing with other concepts.
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Chandra-
ReplyDeleteIt sounds like you have a good grasp on curriculum design and modification in your special education classroom. I was wondering- Do you service your students only in the academic support room? Or do you also provide services in the General Education setting as well? If so, how do follow or adapt the curriculum when you are in the gen. ed. setting!
Chandra, I always enjoy reading posts from educators in different "fields." Your expertise in special education is enlightening. Reading your theories and your positive approaches to learning allowed me to rethink how I approach multiple abilities in my classroom. Perhaps some of your suggestions would help support the curriculum already being used in my classroom! It is always fun to get fresh ideas! I am curious about your "paper wad fights" - you have me interested!!! I am sure the kids can't wait to work with you!
ReplyDeleteI agree with Amanda that we can learn a lot from others who work in other areas of education. And I too want to know what a "paper wad fight" is. That said- one thing you mentioned in this post as part of the backwards design is formative assessment. I think this is so important that we aren't just planning from the "BIG" end point--ie. the test but also having a lot of built in ways to assess along the way as part of our curriculum. I know that special educators have to frequently formative assess- but what about some of your regular education teachers out there- how do you formatively assess?
ReplyDeleteChandra,
ReplyDeleteI too would like to know what is a "paper wad fight". I enjoy reading your posts because of the fact that you work with students with special needs. I feel that we can all learn from one another. Consequently, I enjoy seeing these issues from a different perspective.
Hey Chandra,
ReplyDeleteI think we have similar views on curriculum due to both teaching in special education. I have been very privilaged in the past year to be able to start sitting in on the content curriculum meetings at our school, so it is nice to have some input. I teach a variety of subjects and at all high school grade levels and I really enjoy that, although it is a lot of curriculum and content but it is great to see the many different areas of subject matter. At your school do you focus on one set of curriculum and content or a variety? I think you teach math but did not know for what grades. :) It is nice to see people in thsi class that have a special education background as well, I am sure we will get a lot out of thsi class. I always look forward to learning more about the content and the curriculum we use in our schools.
I am impressed with the knowledge you seem to possess about curriculum, instruction, and just knowledge in general about making education a positive, learning environment. Your classroom seems to be an inviting place to be. I am assuming that “bell ringers” are similar documents to” flashbacks” that are used in our district. Teachers also use exit slips to review material covered for the day. Like all the other comments from classmates, I too, am curious about paper wad fights and post-its. Since I teach in small groups this sounds like something I could use. I have a good idea but still would like to hear it from you. I applaud your enthusiasm!
ReplyDeleteI am also wondering about what type of data you receive on common assessments and where do you get the data? Part of my job is to enter teacher’s test data into a CATS calculator and return the data to them in a Student Accountability Notebook. They are then supposed to reteach areas that students didn’t perform well on.
I really like all of your different types of formative assessments you mentioned. I could possibly use several of these types of assessments at the primary level, just on a simpler scale. Like everyone else who commented, I'm interested to know what a "paper wad fight" is! Our school also uses repetitive and guided practice... We teach Saxon Math, so if you know anything about that program, you know it is really big on repetitive practice, which is great for the students I work with! Keep up the great work! :)
ReplyDeletePaper Wad fights can be adapted to any content area but this is how I use it in Geometry. Students write and equation on a piece of paper without the answers, name in the bottom corner. The student that write te equation must be able to solve the equation. Wad the paper up and on the count of 3 start throwing for 30 seconds, after 30 seconds are up everyone gets a paper wad and opens it. Each student must solve one equation in the paper wad. If they struggle with the equation they go to the student that wrote it.
ReplyDeleteAlso Paper Wad are a great way to have students ask question without raising hands. Everyone must write something.
Grant County has a data tracking tool. Something similar to CATS calculator. The data tracking tool give me information regarding what problems were frequently missed. The average class score, Novice-Apprentice-Proficient-Distinguished, the ORQ average and even a pie chart. I used frequently missed problems as part of re-teaching and review.
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