Long-Range Curriculum Map Analysis

818 Words 4 Pages
My long-range curriculum map was designed for 3rd grade math. When I originally designed this map, math was entirely outside of my comfort zone. I did fairly well at math in elementary school; however, I have tried to help my younger brother with his math since then and I no longer excel in it. This affected my ability to feel confident when designing the units. Fortunately, this did help my perspective as an educator because I can understand how some students might struggle. Nonetheless, reflecting on my map, I realize how much it is lacking in terms of differentiation, teaching for deeper understanding, using multiple means of mastery, and much more. In my first unit, I used several worksheets to assess my students’ understanding. In an article I read by Alfie Kohn, he describes the issue of worksheets with this quote: “Drill does not develop …show more content…
This unit also works with models and manipulatives, such as number lines, shapes, base ten blocks and circles in order to understand fractions. The reason I used this form of assessment was so students would be able to transfer learning. By using multiple means of representation, every student would be able to find a method that works for them. That way, as an individual, they can choose what method they prefer in order to solve fractions. In this unit, I would like to add one-on-one work time so I could have each student explain how they solved the problem and why. This form of assessment is far more effective than homework because I can get a better understanding of how each student is thinking. Utilizing the Universal Design for Learning in these ways is necessary since I will be teaching diverse learners.
[Units 4, 5 and 6 reflect the same ideas from Units 1, 2 and 3] I designed my unit plan over the first unit. After learning the material this semester, I understand how my unit was more wrong than right. My assessment consisted of

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