lOMoAR cPSD| 67691079
Applies Theories, Design Principles, and Evaluation Models
Kaleigh R. Sims
Western Governors University
D630 Task 2
Kim Jennings
A.
1. Title: Algebra I
Creator: Lamphere High School Mathematics Department
Content Area: Algebra I
Grade: 10th
Goal: To build on the study of functions and representations from previous math classes.
Students will learn linear relationships, systems of equations, data analysis, exponentiation, and
power functions. Students will show mastery in the Algebra I Common Core Standards.
2.
Context
a. One area of need that is prevalent in the Algebra I curriculum is that students have different
learning styles and pace needs to understand the curriculum. Students have different needs
with individual levels of readiness, speed, and understatement of concepts. This could make
some students feel overwhelmed and confused while other students might not feel they are
being challenged.
Input
, lOMoAR cPSD| 67691079
2
b. One component of the curriculum that addresses the problem is the constant adjustment to the
timeline. Lamphere High School is a small high school that gives us the ability to regularly meet,
discuss what is working, and identify areas that need more time. Another component of the
curriculum that addresses the problem is participation in the profession development, “SDI
Math- Building Thinking Classrooms (BTC)”. This professional development has adjusted the way
we have been teaching the curriculum adding vertical whiteboards,
random and everchanging groups, and using problems that have students think more than come
up with the answers.
c. To evaluate the curriculum, I will review the timeline of the Algebra I curriculum from the
current school year and compare it to previous years. This will allow me to understand the
adjustment of the curriculum, the amount of time spent on each unit and lesson, and what
additional activities were used to enhance and differentiate the curriculum. I will also be looking
into the resources provided by the “Building Thinking Classrooms in Mathematics” professional
development that maximizes student engagement, growth, and achievement.
Process
d. To effectively implement the curriculum, I will first go over the timeline from the previous year
and look at areas that were adjusted in real-time. I will then start looking at the first 3 units
being taught. Once the units are identified, I will then look at the resources provided by BTC that
would enhance the lessons of these units. I will continue to do this through all units but chunk
my processes into units of 3. This will ensure that the timeline can be adjusted to add thinking
classroom routines, activities, and reviews for assessments.
Applies Theories, Design Principles, and Evaluation Models
Kaleigh R. Sims
Western Governors University
D630 Task 2
Kim Jennings
A.
1. Title: Algebra I
Creator: Lamphere High School Mathematics Department
Content Area: Algebra I
Grade: 10th
Goal: To build on the study of functions and representations from previous math classes.
Students will learn linear relationships, systems of equations, data analysis, exponentiation, and
power functions. Students will show mastery in the Algebra I Common Core Standards.
2.
Context
a. One area of need that is prevalent in the Algebra I curriculum is that students have different
learning styles and pace needs to understand the curriculum. Students have different needs
with individual levels of readiness, speed, and understatement of concepts. This could make
some students feel overwhelmed and confused while other students might not feel they are
being challenged.
Input
, lOMoAR cPSD| 67691079
2
b. One component of the curriculum that addresses the problem is the constant adjustment to the
timeline. Lamphere High School is a small high school that gives us the ability to regularly meet,
discuss what is working, and identify areas that need more time. Another component of the
curriculum that addresses the problem is participation in the profession development, “SDI
Math- Building Thinking Classrooms (BTC)”. This professional development has adjusted the way
we have been teaching the curriculum adding vertical whiteboards,
random and everchanging groups, and using problems that have students think more than come
up with the answers.
c. To evaluate the curriculum, I will review the timeline of the Algebra I curriculum from the
current school year and compare it to previous years. This will allow me to understand the
adjustment of the curriculum, the amount of time spent on each unit and lesson, and what
additional activities were used to enhance and differentiate the curriculum. I will also be looking
into the resources provided by the “Building Thinking Classrooms in Mathematics” professional
development that maximizes student engagement, growth, and achievement.
Process
d. To effectively implement the curriculum, I will first go over the timeline from the previous year
and look at areas that were adjusted in real-time. I will then start looking at the first 3 units
being taught. Once the units are identified, I will then look at the resources provided by BTC that
would enhance the lessons of these units. I will continue to do this through all units but chunk
my processes into units of 3. This will ensure that the timeline can be adjusted to add thinking
classroom routines, activities, and reviews for assessments.
