Artifact #3: Curriculum Review (TE 870)
Goals: 1, 3
Standards: 2, 3, 4
The organization I work for, Talent Development Secondary (TDS), has a set of Student Success Curricula designed to teach off-track students the specific skills necessary to be successful in high school. Every week I walk into teachers' classrooms to support them as they teach the lessons from this curriculum. To further my own understanding of the content and take a look at it in a way I haven't done so up until now, I chose three perspectives to critically analyze the material: curriculum integration, differentiation, and social-emotional learning.
I did this review for two reasons: first, as a part of my capstone course for MSU, and second, because the teachers I work with count on me to help the adapt and modify TDS's curriculum for their schools, their classrooms, and their students. To do this I needed to dig deeper into the material, pull it apart, and see how it measures up.
In the end I feel that I am better able to provide that necessary support. I can help teachers working in interdisciplinary teams to make the material cross-curricular. I can support them as they make it accessible to students with special needs. And finally, I can work with the teachers to understand how they are supporting our students as they grow into healthy, well adjusted, and productive (fingers crossed) adults.
Standards: 2, 3, 4
The organization I work for, Talent Development Secondary (TDS), has a set of Student Success Curricula designed to teach off-track students the specific skills necessary to be successful in high school. Every week I walk into teachers' classrooms to support them as they teach the lessons from this curriculum. To further my own understanding of the content and take a look at it in a way I haven't done so up until now, I chose three perspectives to critically analyze the material: curriculum integration, differentiation, and social-emotional learning.
I did this review for two reasons: first, as a part of my capstone course for MSU, and second, because the teachers I work with count on me to help the adapt and modify TDS's curriculum for their schools, their classrooms, and their students. To do this I needed to dig deeper into the material, pull it apart, and see how it measures up.
In the end I feel that I am better able to provide that necessary support. I can help teachers working in interdisciplinary teams to make the material cross-curricular. I can support them as they make it accessible to students with special needs. And finally, I can work with the teachers to understand how they are supporting our students as they grow into healthy, well adjusted, and productive (fingers crossed) adults.