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
…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 this:
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 this: