Curriculum Design Theory Task 2

Curriculum Design Theory Task Two I teach eighth grade in a Jr-Sr High School that encompasses grades seven through twelve. I am the only teacher in the room and I have no classroom aides. I have twenty-six students, fifteen boys and eleven girls, in my third period class, which is fifty-five minutes long. One student has learning disabilities, and another is an ELL student. My classroom is in the Jr. High wing at the north end of the building. There are thirty desks in five groups of six within my classroom space. My desk and computer desk are in the back corner of my room. There are two large whiteboards on the front and side walls and I have a projector hanging from the ceiling. We use a standards-based-curriculum as the educational …show more content…
Prior to this lesson, students have “ planned, developed and then drafted” their papers in preparation for this lesson. Throughout the lesson, students will be “using technology to interact and collaborate with others to generate, produce, and publish writing and present information and ideas efficiently. Students will use Chromebooks and Google Docs to “share” their papers with one another, completing comments and suggestions in the right hand column. This lesson focuses on “editing to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults”. During the Guided Practice of the lesson students will use the Editing Checklist and working with a partner. Students will have the guidance and support from their peers to edit and strengthen their writing. As I walk around adding my support to each group I can help students focus on the task at hand and support their ideas. Continuing on to the Independent Student Practice, students will “ revise using appropriate reference materials, rewrite and then try a new approach” using the Editing Checklist completed by their …show more content…
This strategy would be used during the Guided Practice portion of the lesson. Instead of allowing students to simply choose a partner, I would see which students would benefit from working with certain other students. Allowing students to interact socially and negotiate their understanding with one another will help construct knowledge. The scaffolding technique will help support the learner with modeling, questions, suggestions and hints. These will gradually be removed as the learner shows he/she understands and has acquired the knowledge to continue on their own. This would help specifically align the “edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults” portion of the Indiana Writing Standard