Envision Curriculum

It is evident that EngageNY has addressed these shifts through its variation of assessments, performance tasks, and in the design of each module, unit, and lesson. For example, each lesson is sequenced to build upon a skill set and increase the rigor through the progression if each unit, until reaching the final assessment. Moreover, to further incorporate the shifts, text based answer and discussions are incorporated in each lesson and performance task.

Students are thus learning through the representation in options for language, mathematical expressions and symbols, with strategies to Clarify vocabulary and symbols, syntax and structure, promoting understanding across languages, illustrating through multiple media, decoding text, mathematical notation and symbols. Furthermore, representation provides options for comprehension, activate or supply background knowledge, highlights patterns, critical features, big ideas and relationships, guide information processing, visualization and manipulation, maximize transfer and generalization. ( National Center on Universal Design for Learning, 2014)

Children at **** **** frequently engage in experiential activities where they are encouraged to explore indoor and outdoor environments and gain first-hand experience of recognising materials; making comparisons / recognising similarities and differences; estimating and predicting; counting; sequencing; weighing and measuring etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, increase their knowledge and extend their mathematical vocabulary is an essential part of the learning process.

Describe the re-engagement lesson you designed to develop each focus student’s mathematical knowledge in relation to the targeted learning objective/goal. Your description should include

- To develop a positive attitude to numeracy and maths as an interesting and exciting subject in which all children gain success and enjoyment

As a student, I always enjoyed math. In high school I took all of the offered math classes, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I did not already know? Contrary to my expectation, the first day of class, I learned things about math that had never been brought to my attention. This paper will discuss what I have learned about subtraction, about students, about the Common Core State Standards, and how my concept map has changed since my first draft.

A non-standardized curriculum allows students to focus on higher level thinking skills. Students are encouraged to learn from each other. Students are encouraged to challenge each other. Teacher’s use Bloom’s Taxonomy to have student think deeper into concepts. Instead of students learning ten concepts over the course of a year, students learn six that are more in depth. Students use a variety of alternative assessments to show their depth of knowledge. A student can choose how to display their knowledge. Students may give a presentation, create a 3-D model, design a PowerPoint, or write a story or a variety of other ways to present their ideas.

Many of the instructional strategies presented by Vacca et al. (2014, pp. 172-197) I had heard of before. That was not the case when it came to ‘Imagine, Elaborate, Predict, and Comfirm (IEPC). This “strategy encourages students to use visual imagery to enhance their comprehension of a text selection”(Vacca et al., 2014, p. 191). Vacca (2014, pp. 191-192) presents a detailed explanation of this strategy along with a sample chart. The chart allowed me to visualize the strategy itself and what it should look like when properly applied. Being a future high school math teacher, I love to apply what I am reading to teaching mathematics, but not I’m not sure I see how this could be applied in my class. I feel that it is a great tool for teacher, but I don’t think that it would work in a high school math

This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.

Activities and projects are planned by educators to match the skills, interests and unique needs of the specific children they are working with. Applying emergent curriculum to an early childhood education center is a process that requires an understanding of the individual children in your care as well as the group as a whole. As a teacher, your role is to carefully observe and listen to children as they play, determine their areas of interest, then develop a plan or curriculum to direct their learning which reflects these interests. The emergent curriculum approach allows early childhood educators to gain greater insight into the needs of each individual child and their needs, allowing for thoughtful and customized programming. The flexible and open-ended nature of emergent curriculum lets children and educators alike to explore, answer questions and guide learning in a way that evolves over time. An emergent curriculum involves the whole child; meaning the social, emotional, cognitive, and physical realms of development and learning. The main thought behind Emergent Curriculum (as well as other early childhood approaches) is that children learn not necessarily by what they are taught but “learn as a result of their own doing.” Emergent Curriculum is a teaching philosophy that focuses on the development of lesson plans based on the emerging interests of

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).

All students have a different learning style and can benefit from hands on or real life activities in the classroom.

To achieve this clarity, we can present examples of work that illustrate high, average, and low levels of achievement. Such exemplars can significantly motivate students, as well as increase their understanding of their own ability to achieve.

This case study addresses issues associated with change management via a needs analysis in an effort to identify and implement new instructional approaches to improve a middle school math course in a K-12 setting.

The lack of adopted curriculum also means that most, if not all, teachers are supplementing both materials and instructional routines. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Students need to know which operation(s) to use (addition, subtraction, multiplication, and/or division) and how to apply them appropriately. This problem has