Submitted Fall, 2005
Each student completing the Curriculum Project during the spring of 2005 was evaluated by the Curriculum Criteria Checklist in May, 2005. Program Objective #1 was being evaluated:
- Students will demonstrate the ability to design cognitively complex learning experiences for gifted learners based on their cognitive and affective characteristics. (Departmental Objectives 2, 3)
Students were required to develop an original curriculum or modify a curriculum that currently exists so that it is thematic and interdisciplinary, incorporating the arts, language arts, math, science, and social studies, and providing a scope and sequence for two consecutive years. This was a class syllabus requirement for all graduate students in the endorsement class TESE 825 Curriculum Design and Development for Gifted/Talented Education.
|Demonstrate ability to develop appropriately challenging, interdisciplinary, thematic curriculum
- All students achieved at least the Acceptable level (2) and most students were at the Commendable level (9) based on the Curriculum Project Checklist. This is an enormous and complex assignment and I was pleased with the results.
Use of Results:
- One very important insight that I gained from this semester’s evaluation was that I need to work on the level of students’ understanding of effective evaluation of students learning. They demonstrated a very good job of evaluating the goals and objectives, but few of the student recognized that they need to evaluate student understanding of the conceptual theme as manifested in these goal and objectives. I added more accountability in this area when I made improvements in my checklist after the last time I taught the class and had not raised the level of my teaching sufficiently to help students understand this level of evaluation.
- Related to the conceptual theme and its evaluation, I also need to improve the way I teach the connection between the theme and the generalizations. This group grasped the concept but they were only beginning to be able to incorporate the generalizations into their instruction. Some of the students explained what they wanted to accomplish with each generalization. I like it so much I’ll incorporate it into the next project since it greatly enhances everyone’s understanding. This is an exceptionally difficult skill and I am still very pleased with what they accomplished.
Six students who taught in one school district developed a cohesive curriculum for K-6, each student completing two grade levels. It was exceptional. I will use it as a model in subsequent classes as I do with other high quality student-developed curricula.