My Reflections

Curriculum Design: Reflective Journal

Jennifer L. CevilleED532-EC03--Dr. BreeceUnit 10—March 10, 2006

Kaplan University

Curriculum Design

By learning how to evaluate curricula, implement Best Practice, Standards, and Educational Theories I feel I can choose the right course for my students. The intent of this reflective journal is to illustrate how Kaplan University, especially, this course seeks to do what Peter Peacock speaks of in his quote.

“Flexibility and choice in the curriculum are essential to meet the needs of all pupils and ensure personal potential is met. A 'one size fits all' model of education is not appropriate.

We are committed to increasing pupil choice and supporting schools to create learning and teaching programmes which better meet pupils' needs . . .” by Peter Peacock, Minister for Education and Young People, Flexibility in the Secondary School Curriculum (LT Scotland, 2003)

1. Improvement in Teaching Practice:

• Using course theory and independent research, describe how your teaching practice has been improved. The artifact of your choice should show a direct relationship between practice and outcome. It should demonstrate your deep understanding of concepts/strategies and your improved knowledge, skills, behaviors.– The Artifact:

• Best Practices Writing Assignment

1. Improvement in Teaching Practice:

– The Artifact:• Best Practices Writing Assignment

http://ceville4life.com/BestPractice.doc

1. Improvement in Teaching Practice

Prior to this course I never heard the term Best Practice (Zemelman, Daniels, and Hyde, 2005). Even though I seek to use best practices in my teaching, finding a set of them to assess my teaching is most beneficial. When I did this assignment (Ceville, 2006, February 27) I took what I learned and revised a lesson and was able to see great results in my students’ engagement in their activities. I learned that inquiry goes beyond just offering hands-on activities; they must promote curiosity and an application of skills that seeks to evaluate, thereby taking them to the highest level of Bloom’s Taxonomy. Since technology is the use of science to solve problems I used the Best Practice for Science.

1. Improvement in Teaching Practice

However, this made me go on a quest to find Best Practice for Technology. I haven’t found a particular set for secondary education but I did find information for teaching faculty to use best practices in technology integration. I ordered the book and plan to use it with a change proposal I’ve developed in another Kaplan University class to use in my school. The bottom line is that these best practices whether it’s for science or technology will only serve to enrich my students’ learning experiences.

2. Mastery of Program Competencies:

• The artifact of your choice should match one or more of the five program competencies. Thoroughly describe how the artifact displays your mastery in the specific program competencies.

– The Artifact:• Internet Research and Writing Assignment on

Standards.

2. Mastery of Program Competencies:

– The Artifact:• Internet Research and Writing Assignment on

Standards.

http://ceville4life.com/Standards.doc

2. Mastery of Program Competencies:

In this writing assignment on standards (Ceville, 2006, January 31), I was able to demonstrate my improvement of my teaching practices. My prior knowledge on National Standards for my curriculum was pretty high. However it wasn’t until the internet research portion of this assignment that I discovered that Oklahoma doesn’t have any standards set for Computer Education. They do offer standards for instructional technology but even those standards refer to the National Educational Technology Standards for Students (2000). (Program Competency 2) (Performance Indicator 2P4)

2. Mastery of Program Competencies:

I’ve met the course competencies because through this work I’ve been able to apply standards to my lessons and use them activities that cater to the different learning styles of my students. Additionally, I’ve used these standards to show my colleagues how they can use them to integrate technology across the curriculum. The change proposal I mentioned earlier will further develop my use of standards and producing ways to design other teachers’ curricula to integrate technology in all subject areas. (Program Competency 2) (Performance Indicator 2P1), (Performance Indicator 2P3), and (Performance Indicator 2P5)

3. Impact on Student Learning:

1. Reflect on how your K-12 student learners clearly exhibit vast improvement in critical thinking skills, subject matter and/or behavior. Describe how the artifact documents evidence of specific classroom tools used to show a positive impact on student learning in the short-term or long-term. The artifact proves a direct relationship between practice and impact.

– The Artifact:• Curriculum Review.

3. Impact on Student Learning:

– The Artifact:• Curriculum Review.

http://ceville4life.com/CurriculumReview.doc

3. Impact on Student Learning:

The Curriculum Review (Ceville, March 10) demonstrates knowledge I learned from several other assignments throughout this course. The assignment was to review five lessons considering how I applied standards, best practice, and educational theory. My lessons tied in the rubric I created for this course and I further developed the educational theories I discussed in my theorists assignment. In fact, I found an application of Gagne’s (1987) theory online. The application was for a similar lesson I described in my review. (Program Competency 2) (Performance Indicator 2P3) and (Performance Indicator 2P4)

3. Impact on Student Learning:

Prior to this assignment, I was familiar with some theorists, but mainly used Bloom’s Taxonomy or Gardner’s Multiple Intelligences Theory. Now I have another theorist’s ideas to implement into my lessons. This assignment allowed me to assess my teaching and review how I put theory into practice. I must add that our discussion board and Dr. Breece’s feedback served to help me in my learning. For example, my assignment on creating a concept map was very difficult for me as I’ve never created one. Through our discussion I was able to stay on the right track and managed to get the job done! This course has made me do research to expound on the readings and I’ve discovered more information I could take with me into the classroom. (Program Competency 2) (Performance Indicator 2P1) and (Performance Indicator 2P3)

3. Impact on Student Learning:

I was able to create my concept map using Inspiration software. This is a concept mapping software that gives users templates that can be done for lesson plans or concept maps to be given to students to help with their learning. This course put me on a road of discovery and I appreciate it. I’ve learned ways to create a better program to meet my students’ needs. (Program Competency 2) (Performance Indicator 2P5)

Thank YOU!

• Background music playing, “I Believe I Can Fly” by R. Kelly.

• Those two lovely children at the top…my two reasons for teaching!

– Gabriel Alejandro Ceville, age 11

– Solana Ceville, age 9

• Any comments, questions, concerns? Email me! email@ceville4life.com

References

Bates, A. W., & Epper, R. M. (2001). Teaching Faculty How to Use Technology: Best Practices from Leading Institutions. Washington, D.C.: American Council on Education/ORYX Press.

Ceville, J. L. (2006, February 7). Best Practices Writing Assignment. Retrieved March 11, 2006, from http://Ceville4LIFE.com/BestPracticewithComments.doc

Ceville, J. L. (2006, January 31). Internet research and writing assignment on standards. Retrieved March 11, 2006, from http://Ceville4LIFE.com/StandardswithComments.doc

Ceville, J. L. (2006, March 10). Curriculum review. Retrieved March 11, 2006, from http://Ceville4LIFE.com/CurriculumReview.doc

References

Gagne, R. (1987). Instructional technology foundations. Hillsdale, NJ: Lawrence Erlbaum Assoc.

ISTE NETS Project. (2000). National education technology standards: Technology foundation standards for all students. Retrieved January 29, 2006, from http://cnets.iste.org/students/s_stands.html

Zemelman, S., Daniels, H., & Hyde, A. (2005). Chapter 5 Best practice in science. In L.Peake (Ed.), Best practice today's standards for teaching & learning in America's schools (3rd ed., pp. 140-169). Portsmouth, NH: Heinemann.