Running head: REFLECTIVE ESSAY

Reflective Essay John Hennessey Walden University

Professor Patrick Kahill Designing Curriculum, Instruction, and Assessment EDUC-6640P-1 February 19, 2012

REFLECTIVE ESSAY Reflective Essay This Walden University course has greatly benefitted me as a teacher. This paper

presents some of the most important insights that I have gained from the course, identifies how I and my Walden Professional Learning Community (PLC) supported each others learning in the course, describes what I plan to do differently in my practice as a result of taking the course, and indicates how I believe the handbook that I compiled during the course will inform my planning and enhance my ability to share my learning with my colleagues at my school. This course has given me a number of insights into designing effective curriculum, instruction, and assessment. Among the most important insights I have gained are regarding learning outcomes and learning objectives, and tying the objectives to levels of Blooms taxonomy. McTighe (2010) emphasized that the design process should begin with determining learning outcomes by unpacking standards and considering other factors such as 21st century skills. He stressed that these learning outcomes should include both the big ideas and the specific knowledge and skills the teacher wants the students to learn. The Learning Manager Corporation (n.d.) explained that each learning outcome must be supported and defined by one or more specific objectives (p. 1). These objectives should be related to one or more levels of Blooms taxonomy (Ohio University, 2010). Furthermore, each learning objective should have [a] measurable verb, [t]he important condition (if any) under which the performance is to occur, and [t]he criterion of acceptable performance (Ohio University, 2010). Another important insight Ive gained from the course is that the learning objectives should inform teachers choices of assessment and instructional strategies (Laureate Education, Inc., 2011a; Laureate Education, Inc., 2011c; McTighe, 2010). McTighe (2010) stated that after determining the learning outcomes, the teacher should establish the assessments, which should

REFLECTIVE ESSAY consist of both traditional forms of assessment, and also performance tasks that ask students to

apply their learning to new situations (transfer) and explain (support their answer and show their reasoning) (p. 275). He stressed that only after these have been established should the teacher plan activities to help students achieve the learning outcomes. Pitler, Hubbell, Kuhn, and Malenoski (2007) similarly emphasized that learning goals should inform ones integration of technology in lessons; technology should not be incorporated in lessons for its own sake. In addition to these insights, I have also gained a much greater appreciation of the use of rubrics in teaching. I learned that students can gain a clearer understanding of the learning goals by being involved in creating rubrics prior to beginning performance tasks by working collaboratively with their teachers in setting the rubric criteria (Laureate Education, Inc., 2011b). I also learned that if rubrics are given prior to completing performance tasks, students can use them for formative assessment to both assess their own work and that of their peers (Laureate Education, Inc., 2011b). I also gained some insights through my Walden PLC small group discussions; however, they came largely through my preparation of my initial responses. An insight I gained that was particularly important was regarding identifying and selecting power standards to base my lessons on (Laureate Education, Inc., 2011d). Another key insight was regarding the use of rubrics in lessons (Laureate Education, Inc., 2011b). Regarding how I and my Walden PLC supported each others learning in the course, the support came mainly by sharing different perspectives on the topics discussed, which usually confirmed what I wrote in my initial responses. At other times the different perspectives pointed me toward sources of information or insights that I would not have been aware of otherwise, or

REFLECTIVE ESSAY raised questions that helped me to consider the topics in ways that differed from the approach I had taken in my initial postings. As a result of taking this course, I am preparing to do a few things differently in my teaching. I plan to ensure that I base my units of study on power standards (Laureate Education, Inc., 2011d). I plan to derive my learning outcomes and objectives from the power standards and then use them to support my choices of activities and assessment (Laureate Education, Inc., 2011a; Laureate Education, Inc., 2011c; McTighe, 2010), as well as guide my decisions regarding the integration of technology in the lessons (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I also plan to use rubrics in my lessons with my older students by working collaboratively with them to set the rubric criteria and then asking them to use the rubrics for self- and peer- formative assessment, and by then using the rubrics myself for summative assessment (Laureate Education, Inc., 2011b). As a result of taking the course, I also plan to continue to learn more regarding how to create rubrics with student input and then use them in

my lessons, as well as learn how to better incorporate technology in my lessons to better prepare my students for their future. To do this I plan to spend more time studying our textbook by Pitler, Hubbell, Kuhn, and Malenoski (2007) as well some education blogs that I have discovered. I also plan to talk to my colleagues at my school more about how they use rubrics and differentiation in their lessons. My Designing Instruction, Curriculum, and Assessment Handbook will inform my planning and enhance my ability to share my professional learning with my colleagues at my school by providing a convenient reference regarding many of the key points I learned in the course.

REFLECTIVE ESSAY

This paper has presented some of the most important insights that I have gained from the course, including those obtained during the small-group discussions, about designing effective curriculum, instruction, and assessment. It has also identified how I and my Walden Professional Learning Community (PLC) supported each others learning in the course, and described what I plan to do differently in my practice as a result of taking the course. Finally, it indicated how I believe my Designing Instruction, Curriculum, and Assessment Handbook will inform my planning and enhance my ability to share my professional learning with my colleagues at my school.

REFLECTIVE ESSAY References Laureate Education, Inc. (Producer). (2011a). Curriculum design overview [DVD]. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2011b). Designing rubrics [DVD]. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2011c). Essential elements of the design process [DVD]. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2011d). Making sense of standards [DVD]. Baltimore, MD: Author. McTighe, J. (2010). Understanding by design and instruction. In R. J. Marzano (Ed.), On excellence in teaching (pp. 271-299). Bloomington, IN: Solution Tree Press. Ohio University. (2010). Writing learning objectives: Beginning with the end in mind. Retrieved from http://www.oucom.ohiou.edu/FD/writingobjectives.pdf Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development. Texas A&M University. (n.d.). Writing student learning outcomes. Retrieved from http://assessment.tamu.edu/asmt_help/writing_learning_outcomes.pdf The Learning Manager Corporation. (n.d.). Developing clear learning outcomes and objectives. Retrieved from http://www.thelearningmanager.com/pubdownloads/developing_clear_ learning_outcomes_and_objectives.pdf

REFLECTIVE ESSAY Appendix Designing Curriculum, Instruction and Assessment Handbook Template Throughout this course you will complete many activities that will support your understanding of curriculum, instruction, and assessment. In order to document the knowledge you have gained, you will be asked to complete the following handbook. Each week, the Course Project Overview will dictate to which topics you should add information. You are to add at least three important pieces of information you have learned about the identified topics. Your information does not need to be in complete sentences, as long as it conveys the most important information you have learned.

This document will be attached and upload with each weekly discussion. Your Walden colleagues will provide feedback on your handbook entries and you are encouraged to update, share, and discuss your work as often as you would like. At the end of this course, this handbook will serve as a quick reference guide for the information you have learned about curriculum, instruction, and assessment.
Week 1: My Role as a Highly Effective Teacher KASAB 1. Ones

KASABs refer to ones Knowledge, Attitude, Skills, Aspirations, and Behaviors. 2. Considering ones own KASABs can result in a deeper understanding of ones learning. 3. They help one set goals for continuous improvement by giving one a better understanding of where one stands in relation to the standards for accomplished teachers.

Professional Learning Community 1. They provide learning for all of their members. 2. Their purpose (or goal) is increasing student learning. 3. They are constructivist by nature. Week 2: Curriculum and Standards Blooms Taxonomy 1. It follows the

thinking process it is a continuum from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). 2. It has been revised, replacing the nouns with verbs (from lower to higher) remembering, understanding, applying, analyzing, evaluating, and creating. 3. The order of the two highest-order thinking skills are reversed in the revised version. should have a measurable verb, any condition present, and the criterion of acceptable performance. [From Ohio Univ.] 2. Learning outcomes should be measurable (or observable), manageable, and

Learning Objectives versus Learning Outcomes 1. According to Mager, learning objectives

REFLECTIVE ESSAY meaningful. A learning outcome is an easily identified action that a student is expected to demonstrate in terms of knowledge, skills, and attitudes upon completion of a program/course [Quoted from Writing Student Learning Outcomes, Texas A&M University, n.d.]. A learning outcome must be supported and defined by one or more specific objectives [Quoted from Developing Clear Learning Outcomes and Objectives, The Learning Manager Corporation, n.d., p. 1], which should be related to one or more levels of Blooms taxonomy [From Writing Learning Objectives: Beginning with the End in Mind, Ohio University, 2010]. 3. When writing learning outcomes one should use simple action verbs that describe what the students should be able to demonstrate upon being taught.
SMART goals 1. Strategic and Specific, Measurable, Attainable, Results-based, Time-bound. 2. SMART goals help us determine which of our efforts is making a difference,

encourage us to set benchmarks to monitor progress, and identify specific evaluation measures. 3. Focusing on a few key objectives results in students understanding concepts quicker. our curriculum on power standards knowledge and skills that students must possess to be successful during their career as students and beyond. The three criteria for a power standard: They must have endurance, leverage, and be essential. 2. Unwrapping (also unpacking or breaking apart) isolating nouns, verbs, and adjectives to formulate concepts, content, skills, and assessments. Nouns imply the content/concepts; verbs imply skills; targets/descriptors provide details regarding the content/concepts. 3. Teachers must focus on both explicit standard statements and implicit, unspoken learning expectations when designing their curriculum. Immeasurable verbs should be changed to measurable verbs; low-level verbs should be changed to high-level verbs; implied content and skill descriptors should be made explicit.
Week 3: Design Process

Unwrapping Standards 1. We should base

Technology Integration 1. Technology should

be incorporated in lessons not for its own sake, but for reaching learning goals, which should be in line with standards. 2. Teachers should design a quality lesson plan first and then select the most appropriate technologies to support that lesson [From Using Tech that Works, p. 217]. 3. Many teachers find technology most powerful for helping students acquire and integrate learning (using web resources, videos on United Streaming, or ExploreLearning gizmos). [From Using Tech that Works, p. 219] They also find it powerful for differentiating instruction. Teachers differentiate instruction by modifying the depth or complexity of content, the processes by which students learn, the content itself, and the products students are expected to create, based on considerations of learning styles, interests, and skill levels (using BrainPop

REFLECTIVE ESSAY movies, virtual manipulatives at the National Library of Virtual Manipulatives, or ExploreLearning gizmos). [From Using Tech that Works, p. 219]
Synthesis of Curriculum, Instruction and Assessment (CIA) Design Process (Understanding By Design (McTighe), Pickering, Hayes Jacobs) 1. The design process should begin with determining learning outcomes by

unpacking standards and considering other factors such as 21st century skills. These learning outcomes should include both the big ideas and the specific knowledge and skills the teacher wants the students to learn. 2. Essential questions, based on the big ideas, should be developed and displayed before the students when beginning the unit of study. The essential questions hold the content, skills and assessments together. Enduring understandings, the big ideas, and the essential questions should guide the choices teachers make regarding content, skills and assessments. 3. After determining the learning outcomes, the teacher should establish the assessments, which should consist of both traditional forms of assessment to check if the specific knowledge and skills have been learned, and also performance tasks that ask students to apply their learning to new situations (transfer) and explain (support their answer and show their reasoning) to assess students understanding of the big ideas. Only after these have been established should the teacher plan activities to help students achieve the learning outcomes.

Week 4: Assessment for Student Learning Diagnostic Assessment 1. Also called pre-assessment; it consists of ungraded assignments,

usually given at the beginning of units of study, to discern students prior knowledge, current skill levels, and to identify student misconceptions. [From video] 2. It also helps teachers to identify learners interests, preferences, or styles how individual students learn best. 3. Diagnostic assessments are more focused and purposeful when they address clearly defined performance goals. [From video] of a lesson, and is not graded (results may be recorded to monitor learning progress, but they shouldnt be factored into the final evaluation or grade. [From video]). 2. Students can be involved in it by contributing in the creation of assessment rubrics, and by using the rubrics for self- and peer-assessment. 3. It provides continuous assessment and feedback to students early, often, and as part of the daily routine. [From video] previewed at the start of a unit of study, along with the learning objectives. 2. They should be aligned with learning objectives (which should be based on content standards), be authentic (based on real-world applications that require students to transfer knowledge, not merely recall information), provide options to students on how they approach a task or demonstrate understanding, and evaluate students against clearly stated criteria. 3. Final grades should be based solely on summative assessments because some

Formative Assessment 1. It follows the completion

Summative Assessment 1. They should be

REFLECTIVE ESSAY students take longer to master the knowledge and skills in a lesson than other students. They shouldnt be penalized if they make mistakes early in the learning process.
Week 5: Performance Assessment and Rubrics Performance Task 1. A performance task should provide students with an engaging,

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real-world context for demonstrating their learning. GRASPS is a tool for constructing a performance task scenario when designing a scenario consider the goal; role; audience; situation; product, performance, and purpose; and standards and criteria for success. 2. When designing a unit of study, first determine the enduring understandings (the big ideas from the standards that transfer from year to year or content area to content area); then design the performance task (which should be tied to the enduring understandings); finally, design the other activities (other learning experiences that relate to the enduring understandings) for the unit. 3. A performance task requires students to go through the entire process of creating a product (they need to plan, revise, take risks, solve problems, and create a work of excellence). students can use rubrics to set learning goals for performance tasks (students can work collaboratively with their teachers in setting the rubric criteria). This helps students take more responsibility for their learning and gives them a clearer understanding of the learning goals. Students can use the rubrics for formative assessment to both assess their own progress toward meeting the learning goals and that of their peers. Teachers can use rubrics for both formative assessment to give descriptive feedback to their students and for summative assessment. 2. When creating a rubric, begin with the criteria for Meets expectations (the student has met the standard); next fill in the criteria for Exceeded expectations (the student has met the standard, plus demonstrated higher-order thinking skills or enhanced their product in some way); and last create the criteria for Needs more time and support (the student neglected to fully meet the standard). To save time, teachers can begin by creating a rubric based on a template using an online rubric generator like the one at rubistar.com, and then customize it to better align with the learning goals of their lesson. 3. Benefits of peer assessment: a) The student whose work is being assessed receives specific feedback for improving their work, b) the student doing the assessment receives ideas on how they can improve their own work, and c) it helps create a caring community in which everyone is viewed as a source of knowledge and in which everyone learns to give and receive feedback in an appropriate way.
Week 6: Why Instruction Now?

Performance Assessment 1. Both teachers and

Differentiation

REFLECTIVE ESSAY An effective implementation of assessment for learning (pre- and formative assessment) is required for differentiation to be effective, because teachers have to know their students (who can vary regarding their readiness, interests and learning profiles). 2. Classroom elements that teachers can modify to implement differentiation: a) content (what students should learn and how they will learn it), b) process (also called learning activities activities in which students put content to use), and c) product (ways in which students demonstrate what they have learned; the focus is more on summative than formative assessment). 3. For differentiation to be effective, teachers must establish a flexible classroom in which students can work individually and in groups on different tasks for various lengths of time with different materials and working parameters.
1. Research-Based Instructional Strategies 1. They give educators confidence that all students can learn. 2. Marzano identified nine categories of instructional strategies

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that research has shown to be effective (with the percentage increase in learning): Identify similarities and differences (45%); summarizing and note taking (34%); reinforcing effort and providing recognition (29%); assigning homework and practice (28%); creating nonlinguistic representations (27%); using cooperative learning (27%); setting objectives and providing feedback (23%); generating and testing hypotheses (23%); and using cues, questions and advance organizers (22%). 3. They work across grade levels and content areas. the students in their class, but still require them to meet the same learning objectives. 3. A learning style is a combination of perception and process. Jung said people perceive things in two ways by sensing (focuses on the physical) and by intuition (focuses on patterns, possibilities, and ideas). People tend to develop a preference for one or the other based on their inheritance and environment. People then process what they perceive some people are more logical and analytical, while others are more subjective (focus on their feelings and likes and dislikes). Smart, Self Smart, Word Smart, Math/ Logic Smart, Picture Smart, Nature Smart. 3. Visual, auditory, and kinesthetic learners.

Learning Styles 1. A learning style is a learning preference. 2. Teachers should honor the uniqueness of

Multiple Intelligences 1. They are learning preferences. 2. Body Smart, Music Smart, Group

REFLECTIVE ESSAY Walden University M.S. in Education Program

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Formative Evaluative Criteria for Applications and Reflective Essays

Quality of Work Submitted Work reflects graduate-level critical, analytical thinking. A: Exemplary Work A = 4.00; A- = 3.75 All of the previous, in addition to the following: Assignment exceeds expectations, integrating additional material and/or information. B: Graduate Level Work B+ = 3.50; B = 3.00; B- = 2.75 All of the previous, in addition to the following: All parts of the assignment are completed, with fully developed topics. The work is presented in a thorough and detailed manner. Assignment demonstrates appropriate breadth and depth. Demonstrates a clear understanding of the assignments purpose. C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75 F: Work Submitted but Unacceptable F = 1.00

Adherence to Assignment Expectations The extent to which work meets the assigned criteria.

Most parts of assignment are completed.

Does not fulfill the expectations of the assignment.

Topics are not fully developed.

Key components are not included.

Assignment demonstrates exceptional breadth and depth. Assimilation and Synthesis of Ideas The extent to which the work reflects the students ability to1. Understand the assignments purpose; 2. Understand and analyze material in videos, readings, and discussions; 3. Apply presented strategies **May include, but are not limited to, scholarly articles, collegial discussions; Demonstrates the ability intellectually to explore and/or implement key instructional concepts. Demonstrates exceptional inclusion of major points, using creditable sources**, in addition to course videos or required readings. Demonstrates insightful reflection and/or critical thinking.

Assignment demonstrates minimal depth and breadth.

Assignment lacks breadth and depth.

Shows some degree of understanding of the assignments purpose.

Shows a lack of understanding of the assignments purpose.

Includes specific information from course videos or required readings to support major points.

Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped Minimally includes specific information from course videos or required readings.

Does not apply theories, concepts, and/or strategies

Provides careful consideration of key instructional concepts.

Does not include specific information from course videos or required readings.

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information from conferences, in service, faculty development, and/or meetings. . Written Expression and Formatting The extent to which scholarly, critical, analytical writing is presented in APA format; Standard Edited English ( i.e. correct grammar, mechanics). Work is unified around a central purpose with welldeveloped ideas, logically organized in paragraph structure with clear transitions. Effective sentence variety; clear, concise, and powerful expression are evident. Work is written in Standard Edited English. No prominent errors interfere with reading. Final Assignment Grade A: Exemplary Work A = 4.00; A- = 3.75 Ideas are clearly and concisely expressed. Ideas are not clearly and concisely expressed.

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Represents scholarly writing in a correct APA format.

Work is well organized with correct APA formatting throughout.

Somewhat represents mature, scholarly, graduate-level writing, with APA generally followed.

The quality of writing and/or APA formatting are not acceptable for graduate level work. Major points do not reflect appropriate elements of communication.

No effort to express ideas clearly and concisely.

Elements of effective communication such as an introduction and conclusion are included.

Elements of effective communication such as an introduction and conclusion are not included. Work is not written in Standard Edited English. Contains many grammatical or mechanical errors F: Work Submitted but Unacceptable F = 1.00

Work is written in Standard Edited English with few, if any, grammatical or mechanical errors B: Graduate Level Work B+ = 3.50; B = 3.00; B- = 2.75

Work contains more than a few grammatical, or mechanical errors. C: Minimal Work C+ = 2.50; C = 2.00; C- = 1.75

It is expected that all applications and reflective essays will be submitted according to the assignment due dates indicated. Exceptions may be made at the discretion of the faculty member if contacted by the student prior to the due date describing extenuating circumstances. Updated: 11.16.06