Part 1 Assume that you are the curriculum designer for a school district. The school board has requested that several teams develop proposals for new curricula to meet newly established state standards. You and your team must develop the first proposal to provide as a pilot or model for the other teams. You have to first identify a specific curriculum area not currently used in the school district that would greatly benefit the students in the district. Use the Internet or the Strayer Library as well as your textbook to develop a pilot curriculum for a specific discipline area such as reading, math, science, or for a grade level (K–12) at a local school district. Instructions: Curriculum Inception Write a 4–6 page paper in which you: 1. Describe the school district for which the pilot curriculum will be developed using information for the school district’s publications and/or website. Address the following characteristics: (a) geographical location, (b) demographics of the student population, (c) cultural influences (peer culture, race, ethnicity, regional), (d) regional accrediting body standards for curriculum development, (e) state and local policies and practices related to curriculum development. 2. Describe the specific discipline and grade level(s) for which the pilot curriculum will be developed. 3. Provide a rationale that proposes three benefits to the students of the pilot curriculum. 4. Provide at least four core instructional goals of the curriculum, providing a rationale for the goals. 5. Use at least three relevant, scholarly references published in the last seven years. (Note: Wikipedia and other nongovernment websites do not qualify as scholarly resources. Review the supplementary readings listed on the first page of the course guide for possible references.) Part 2 Assume that you are the curriculum designer for a school district. The school board has requested that several teams develop proposals for new curricula to meet newly established state standards. You and your team must develop the first proposal to provide as a pilot or model for the other teams. You have to first identify a specific curriculum area not currently used in the school district that would greatly benefit the students in the district. Use the Internet or the Strayer Library as well as your textbook to develop a pilot curriculum for a specific discipline area such as reading, math, science or grades K–12 at a local school district. Refer to the scenario for the three assignments. Build on the same pilot curriculum you identified in the Curriculum Inception assignment for this assignment. Instructions: Curriculum Foundations Write a 6–7page paper in which you: 1. Summarize the following aspects of the Curriculum Inception assignment: (a) Describe the specific curriculum area and grade level or levels for the pilot curriculum. (b) Provide four core instructional goals for the curriculum. 2. Describe the approach to curriculum development (that is, behavior, systems, humanistic) you will use to shape curriculum design, providing a rationale for your selected approach that is consistent with the core instructional goals of the planned curriculum. 3. Describe the philosophical/theoretical approach to curriculum development (for example, idealism or realism) you will use to shape the curriculum design, providing a rationale for your selected philosophy that is consistent with the core instructional goals of the planned curriculum. 4. Describe the psychological motivational approach to curriculum development you will use to shape the curriculum design, providing a rationale for your selected approach that is consistent with the core instructional goals of the planned curriculum. 5. Discuss one cultural influence that has the greatest impact on the school district and provide a rationale for the impact it has on the district. 6. Recommend at least one effective way to integrate the cultural influence into the planned curriculum that is consistent with the core instructional goals of the planned curriculum. 7. Develop a strategy for incorporating critical thinking skills (appropriate to grade level) into the planned curriculum using Bloom’s Taxonomy of cognitive objectives. 8. Provide a rationale for your strategy that is consistent with the core instructional goals of the planned curriculum. (Note: A brief description of Bloom’s Taxonomy may be found at The Center for Teaching and Learning.) 9. Use at least six relevant, scholarly references published in the last seven years (that is, three new references in addition to the three identified in the Curriculum Inception assignment). (Note: Wikipedia and other nongovernment websites do not qualify as scholarly resources. Review the supplementary readings list on the first page of the course guide for possible references.) Part 3 Assume that you are the curriculum designer for a school district. The school board has requested that several teams develop proposals for new curricula to meet newly established state standards. You and your team must develop the first proposal as a pilot or model for the other teams. You have to first ide
ntify a specific curriculum area not currently used in the school district that would greatly benefit the students in the district. Use the Internet or the Strayer Library, as well as your textbook to develop a pilot curriculum for a specific discipline area such as reading, math, or science or grade level (K–12) at a local school district. Instructions: Curriculum Development and Implementation Write an 8–10 page paper in which you: 1. Summarize the following aspects of the Curriculum Inception and Foundations assignments. (a) Describe the specific curriculum area and grade level(s) for the pilot curriculum. (b) Describe at least four core instructional goals for the curriculum. (c) Review the various approaches to be used for the planned curriculum as well as potential cultural influences. (d) Review the strategy for incorporating critical thinking skills into the planned curriculum using Bloom’s Taxonomy. 2. Develop at least three student learning outcomes for each of the core instructional goals in the planned curriculum. (Note: Student learning outcomes must support accomplishment of their respective core instructional goal and be stated in a manner that is observable and measurable. The student learning outcomes must also support development of critical thinking skills consistent with Bloom’s Taxonomy. A brief article on writing student learning outcomes or objectives is provided: Writing learning objectives: Beginning with the end in mind. 3. Outline a least one instructional lesson or exercise that could be used to facilitate mastery of one of the three student learning outcomes listed. (Note: The instructional lesson outline should include instructor activities to promote mastery of the learning outcome and develop critical thinking skills. The outline should also include student activities that promote critical thinking and accomplishment of the learning outcome.) 4. Propose at least one way the students for which the lesson is designed will use technology as part of the lesson, providing a rationale for the technology. 5. Propose at least one way in which technology will be used to deliver the lesson, providing a rationale for the technology. 6. Create an implementation plan for the curriculum in the form of a PowerPoint presentation of at least eight slides. Include (a) a summary of the development process (the first two assignments), (b) the instruction lesson outline, (c) an implementation timetable, and (d) the human and capital resources needed for successful implementation. (Note: The PowerPoint, which is not part of the page count, will be presented to the district school board.) 7. Use at least three relevant, scholarly references published in the last seven years. (May use references already used in this paper.) (Note: Wikipedia and other nongovernment websites do not qualify as scholarly resources. Review the supplementary readings list on the first page of the course guide for possible references.) Part 4 Explain how you expect this course will help you move forward in your current or future career.Assume you are interviewing with two top administrators of an organization for a new position of curriculum leadership. The administrators are still developing the description of the position and are expecting applicants to offer descriptions of the job. Explain to the administrators at least three primary roles you believe should be your responsibility. Provide a rationale for your response. Part 5 Analyze the major philosophies described in the textbook (e.g., idealism, realism, etc.). Then discuss three primary goals of the school district in which you work (or one with which you are most familiar) and determine which philosophy is reflected by these goals. (Note: Helpful information may be available on the school district’s Website.) Debate It: Take a position for or against this statement: The U.S. should establish a required core curriculum that includes liberal arts, science, math, and technology that must be met for high school graduation Part 6 Please respond to the following in Curriculum: Review Table 3.4 “Overview of Curriculum Theorists, 1918—present.” Considering that the textbook claimed that Tyler “…summed up the best principles of curriculum making for the first half of the 20th century,” discuss two theorists that you believe have made a significant contribution to curriculum development. Provide reasons and examples to support your response. ANSWER THIS BASED OFF GOOGLE RESEARCH. Part 7 Please respond to the following: discuss the six levels of cognitive objectives included in Bloom’s Taxonomy. Provide a rationale and examples for using each of the three highest levels—analysis, synthesis, and evaluation—to promote critical thinking skills. Provide the website or websites you referenced in your discussion, using Strayer Writing Standards. Part 8 consider the needs of all learners in the school district where you work or one with which you are familiar. Identify barriers in existing curricula, and examine whether universal design guidelines would enhance student representation, engagement, and/or expression.