D183 - task two

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Western Governors University *

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183

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Mathematics

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Jan 9, 2024

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Designing Curriculum and Instruction - D183 (task two) 1 Designing Curriculum and Instruction - D183 Task two [Name] Western Governors University November 28, 2023

Designing Curriculum and Instruction - D183 (task two) 7 A. Introduction Select a curriculum for a specific content and grade or level and then do the following: 1. Description of Curriculum • title: Math Expressions • creator: Houghton Mifflin Harcourt • content area: Mathematics • grade or level: First Grade • goal(s) / objective(s): Students will use addition and subtraction to solve word problems within 20 with unknowns in all positions. They will be able to use objects, drawings, and equations to represent the problem. 2. Discussion of Design Principles Math Expressions in Common Core adheres to the first design principal: Scope. Math Expressions is outlined by every lesson that is to be taught - with step-by- step whole group instruction, guided practice, and then independent work time. This curriculum also includes support for ELA, tier 3 support, interventions, and math centers. An example of scope within Math Expressions is the curriculum outlined scope and sequence planned for the whole school year. Math Expressions in Common Core adheres to the second design principal: Sequence. Math Expressions is aligned with Common Core State Standards and has 8 units in the whole curriculum, which all build off one another in sequence. Each unit is about 3 weeks to a month long, with daily lessons that are able to be stretched out to ensure longer lessons for understanding. Each lesson has informal assessments, as well as Unit formative assessments (Math Expressions, 2013). 3. Discussion of Ideology Discuss the ideology (e.g., scholar academic, social efficiency, learner- centered, social reconstruction) most apparent in the design of the curriculum. Include two examples from the curriculum to support your discussion. The ideology that is most apparent in the design of Math Expressions is that it supports student-centered learning. Math Expressions provides teachers with multiple ways to teach - as well as how to keep getting engaged. There are multiple components throughout the day (lesson) - Whole Group lesson, multiple guided practice activities (with whiteboards), and then an independent practice. It also provides ideas to differentiate - for interventions, on level, ELLs, and advanced. This curriculum provides students with hands-on, visually engaging, and routined activities where students can be successful in their learning. This curriculum also supports learning strategies and supports students on their understanding of numbers, equations, and tools to use - to help students achieve

Designing Curriculum and Instruction - D183 (task two) 7 success and growth. a. Discussing ideology supporting goals/objectives The ideology from part A3 helps support the goal of the objective by the use of manipulatives, strategies, and centers that you use - to increase student understanding. In each lesson - students are able to participate in the whole group lesson, check for understanding in the guided practice, and then show what they know during the center activities - or differentiated activities. An example of this ideology, student-centered, is that students are able to physically interact within the lesson by getting up and moving around, using different materials, and also finishing off the lesson with games/activities that are very engaging. For example, during centers - students are working together on common core state standards - that are tied in with the book, so they can further explore their understanding of the lesson. Another example of this ideology from part A3 that supports the goal of the objects is the use of manipulatives to get students thinking abstractly. Students are using physical objects and tools to help them with their thinking, as well as help them understand the relationship behind the numbers. Manipulatives are used in whole group learning activities, guided practices, independent practice, and assessments. I have these accessible for all students to use, at any time. For example, some of the manipulatives that are used are hands on number lines that have beads to help move numbers, unifix cubes, and counters (bears/coins). This helps students with hands-on learning and to approach new content with confidence. 4. Discussion of Curriculum Learning Theory The learning theory most apparent in the design of the curriculum, Math Expressions, is constructivism. Constructivism is when the learner is building upon prior knowledge to “construct” a new understanding. Math Expressions is a learner-centered, hands-on math curriculum that supports students' learning abilities. While each lesson ‘builds’ on one another - the students also gain skills and strategies to use throughout the units. One example of constructivism in the design of the curriculum, Math Expressions, is the way that this curriculum builds off previous skills to ensure student satisfaction. The first two units take the students' understanding of numbers, then introducing strategies to add numbers together, and then creating equations. After taking a unit assessment, you’ll know as an educator that students are ready for the next units that introduce subtraction, unknown partners/totals, and then multi- digit addition.

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