A Reflection on Curriculum Development, Instruction and Design

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Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient. Curriculum, Instruction and Assessment Curriculum development is the first step used by a teacher to help them develop engaging lessons. One of the most useful tools to help develop curriculum is backwards design. Backward design helps to maintain a clear focus as to where the lesson leads (Marzano, 2010). Developing a clear and concise lesson not only helps the teacher; it helps the students as well. The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74) To make this a reality, a teacher must consider the “big ideas or essential questions” they will address in the lesson. “Big ideas or essential questions” are the priorities of a lesson. These are the driving force to help the students realize what it is that they need to learn. As the teacher uses this important step, the instruction part of the lesson becomes clearer. The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”. To help answer these questions or understand the big idea, the teacher needs to understand ... ... middle of paper ... ...d a better understanding of differentiation, I have had several of my students tell me that I am the best math teacher they have ever had. They express their happiness by telling me that I teach math in a way they understand. They state, “You do not stand in front of the classroom and explain how to do the problem, give us homework, and move on to the next topic”. I take pride in this. I try very hard to help each of my students understand the necessary standards so when they leave my room, they are able to take a real-world problem and find solutions to them. References Marzano, R. L. (2010). On excellence in teaching. Bloomington, IN: Solution Tree Press. Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA and Denver, CO: ASCD and Mid-continent Research for Education and Learning.
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